Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n 5 157) use of selfregulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating-online access location, day-of-the-week, time-of-day; (2) sustaining-online frequency; and (3) structuring-online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration.
Background. This study was undertaken to assess the pathological and spatial associations between periapical and periodontal diseases of the maxillary first molars and thickening of maxillary sinus mucosa with cone-beam computed tomography. Methods. A total of 132 CBCT images of subjects 20‒60 years of age were evaluated retrospectively. The patients' sex and age and demographic and pathologic findings of the maxillary sinus in the first molar area were recorded, graded and analyzed. Results. Approximately 59% of patients were male and 41% were female, with no significant difference in the thickness of schneiderian membrane between males and females. Based on the periapical index scoring, the highest frequency was detected in group 1. Based on the results of ANOVA, there were no significant differences in the frequencies of endodontic‒periodontal lesions and an increase in schneiderian membrane thickness. There were significant relationships between periapical and periodontal infections (P<0.001) and schneiderian membrane thickness. Furthermore, a significant relationship was detected between the thickness of the schneiderian membrane and the distance between the sinus floor and the root apices (P=0.38). Conclusion. A retrospective inspection of CBCT imaging revealed that periapical lesions and periodontal infections in the posterior area of the maxilla were associated with thickening of the schneiderian membrane. In addition, there was a significant relationship between the location of maxillary posterior teeth, i.e. the thickness of bone from the root apex to the maxillary sinus floor, and schneiderian membrane thickness.
Aims and Objectives/Purpose/Research Questions: The research study presented in this paper aims to describe some aspects of the maintenance of Russian as a heritage language among bilingual/multilingual children in Saskatchewan, Canada. The study focuses on the relationship between parents’ language attitudes and children’s language exposure on the one hand and child language proficiency on the other hand. The research questions are as follows. What are the language attitudes of Russian-speaking parents in minority settings? Is there a connection between parents’ language attitudes and children’s language proficiency? What is the scope of Russian language exposure of bilingual/multilingual children within and outside of the family? Is there a connection between this exposure and children’s language proficiency? Design/Methodology/Approach: The study was conducted within a Variationist Sociolinguistics framework. The following methods were employed in the study: a questionnaire study of parents’ language attitudes and of language use within and outside the family; an assessment of children’s speech production based on narratives elicited from children with the help of pictures (language proficiency parameters). Data and Analysis: Thirty parents (aged 31–43) and children (aged 5–7) participated in the study. The questionnaire addressed to parents included 52 demographic and research questions. A statistical analysis of parents’ language attitudes and language use by parents and their children as measured against language proficiency parameters was conducted with the help of correlation analysis. Findings/Conclusions: Study results indicate that Russian-speaking parents in Saskatchewan are interested in passing Russian to their children. The study also suggests that language exposure parameters, as well as language attitudes held by parents, correlate with children’s heritage language fluency. Originality: The study indicates that even in environments unfavorable for heritage language maintenance, a child can still successfully acquire Russian as a heritage language. Significance/Implications: The study clarifies the set of parameters relevant for heritage language maintenance among bilingual/multilingual children. It also suggests the importance of bilingualism/multilingualism for some groups of the immigrant population in Canada.
Technologies and teaching practices can provide a rich log data, which enables learning analytics (LA) to bring new insights into the learning process for ultimately enhancing student success. This type of data has been used to discover student online learning patterns, relationships between online learning behaviors and assessment performance. Previous studies have provided empirical evidence that not all log variables were significantly associated with student academic achievement and the relationships varied across courses. Therefore, this study employs a systematic review with meta-analysis method to provide a comprehensive review of the log variables that have an impact on student academic achievement. We searched six databases and reviewed 88 relevant empirical studies published from 2010 to 2021 for an in-depth analysis. The results show different types of log variables and the learning contexts investigated in the reviewed studies. We also included four moderating factors to do moderator analyses. A further significance test was performed to test the difference of effect size among different types of log variables. Limitations and future research expectations are provided subsequently.
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