Hybrid Class Research Articles

Asymptotic synchronization and topology identification of stochastic hybrid delayed coupled systems with multiple weights

This article discusses a class of stochastic hybrid delayed coupled systems with multiple weights (SHDCSMW). Both white noise and telegraph noise are included in the coupled systems. By employing Kirchhoff’s Matrix-Tree Theorem, a global Lyapunov function is rebuilt indirectly, which is closely related to Markovian switching. Moreover, based on Lyapunov stability theory and stochastic analysis, several sufficient conditions with respect to asymptotic synchronization and topology identification of SHDCSMW are derived. Finally, the validity of theoretical results is proved by numerical examples.

실시간 하이브리드 교육을 위한 대학 교수자 역량 모델 탐색

Objectives This study was to explore a competency model for instructors to optimally operate synchronous hybrid
 learning in higher education. Also, it was to analyze the educational needs recognized by instructors for competencies.
 Methods In order to achieve the purpose, a tentative competency model was derived through literature review.
 For elaboration including revision or supplementation and consensus, two Delphi technique were carried out. The
 educational needs were identified through Borich's needs and The Locus for Focus model analysis.
 Results The competency model of synchonous hybrid learning in college consists of five competency clusters including
 thirty specific competencies as follows : ‘confiming technology and designing environment’, ‘composing
 group and promoting participation’, ‘designing and implementing hybrid class activity’, ‘teaching-learning support
 and management’, and ‘learning and activity assessment’. As results of analyzing educational needs for specific
 competencies, checking the technical proficiency of learners, designing activities to promote interaction between
 instructors and learners using synchronous tools, developing collaboration problems and designing learners’ inter-
 connection activities, and designing assessment strategies considering learning goals need to be considered
 as priority.
 Conclusions This study is meaningful in that it comprehensively constructs the competence of what kind of
 knowledge, skills, and attitudes instructors should have for synchronous hybrid learning that has the potential to
 be actively applied in higher education context. It was confirmed that synchronous hybrid learning has an affordance
 for the complexity of utilizing technology and simultaneous integration between online and offline environments
 based on technology/tool. Also, not only learning activities and technical considerations, but also the learning
 environment design should be taken into account in important aspect.

Result of Comparative Investigation between Face-to-Face Teaching Method and Simultaneous Online and Live Teaching Method

This is a concise summary of this investigation, which is a comparative research and analysis in a bivariate model of approval rates between in-person and remote (distance) students, with simultaneous live online transmission. The reference database is the management system and student registry in the graduate program at Federal University of Paraná (UFPR), aiming to compare the performance rates between in-person students and a synchronous remote class (live and online). The investigated model is an innovative pedagogical approach, featuring an interface with a television-like format that is broadcasted live. This approach differs from pedagogical models such as distance learning, hybrid, or synchronous. Thus, a direct comparison with the results of distance learning models can provide evidence to measure student performance data. In this model, remote students attend live courses without temporal flexibility, only spatial flexibility. This work presents the results of a comparative study based on a bivariate model, considering approval rates between students attending remote (live online) and in-person classes. The aim of this research is, considering the comparative approval rates of students and possible statistical correlations, to propose adjustments and contributions for better guidance of the hybrid and synchronous online class system. Additionally, it examines the impact of technology on teaching and learning outcomes.

Novel kojic acid-1,2,4-triazine hybrids as anti-tyrosinase agents: Synthesis, biological evaluation, mode of action, and anti-browning studies.

A class of new kojic acid hybrids (7a-7o) bearing a 1,2,4-triazine moiety were prepared, and their inhibitory activities and mechanism on tyrosinase were investigated. All derivatives showed good to excellent anti-tyrosinase activity with IC50 values ranging from 0.34±0.06μM to 8.44±0.73μM. In kinetic study, compound 7m was a mixed-type inhibitor with Ki and Kis of 0.73 and 1.27μM, respectively. The interaction mechanism toward tyrosinase of compound 7m was further elaborated in combination with molecular docking and various spectral techniques. The results showed that compound 7m could change the secondary structure of tyrosinase to reduce its catalytic activity. Anti-browning assays demonstrated that 7m inhibited the browning of bananas effectively during storage. What's more, 7m was found to have low cytotoxicity in vitro. In conclusion, compound 7m has the potential to be applied as an anti-browning agent.

Student Engagement and Motivation in Post-Pandemic Higher Education Mathematics: A Concept Paper

During the past three years, mathematics educators have had to adjust to the onlineeducationsystemanddevelopnewapproaches,strategies,andpracticestokeepstudents engaged and motivated. Student engagement and motivation have been established in existing research as vital aspects of education. To promote engagement and motivation during the pandemic, mathematics educators have focused on positive working relationships with students, highlighting values such as care and empathy. Mathematics educators have also adopted various technological tools to enhance student engagement and motivation. As institutions have begun to reintroduce face-to-face classes in the post-pandemic era, there is a need to re-examine these approaches, and how they may be sustained or improved. A significant gap that has remained unexplored in the literature is how mathematics educators maintain or enhance student engagement and motivation upon transitioning to face-to-face or hybrid classes in the post- pandemic era. This concept paper is centered on this research gap, with recommendations for theory and practice based on current knowledge regarding higher education students’ motivation and engagement in mathematics.

Stabilization of highly nonlinear hybrid neutral stochastic differential equations with multiple time-varying delays and different structures

In this paper, the stabilization of a class of hybrid differently structured neutral stochastic differential equations with multiple time-varying delays is taken into consideration. The coefficients of these hybrid neutral stochastic differential delay equations with Markov switching (hybrid NSDDEs) are highly nonlinear in some modes while satisfying linear growth criteria in others. To ensure the existence and uniqueness of the solution, mild conditions are first applied to the system coefficients. Second, design techniques for discrete-time feedback control for only some of the modes are offered in order to stabilize the above systems that are unstable. New M-matrix criteria that are simple to calculate and verify are also proposed for the control functions. Then, a new theory on asymptotic and exponential stabilization is developed by using the Lyapunov function technique. Finally, the results are demonstrated with an example.

Validation of an Abbreviated Scale of the CENVI Questionnaire to Evaluate the Perception of School Violence and Coexistence Management of Chilean Students: Differences between Pandemic and Post-Pandemic.

The objective of the study was to specify an abbreviated model of the school coexistence questionnaire for non-violence (CENVI) for students from 5th to 8th grade (9 to 14 years old), in order to determine the perception of violence and management of school coexistence, and the differences between Mapuche and non-Mapuche students. A total of 1870 students from schools in the city of Temuco (Chile) responded to the CENVI questionnaire. There were two samples: (1) Pandemic, with online, face-to-face and hybrid classes; and (2) Post-pandemic, with face-to-face classes. Sample 1 consisted of 848 students aged 9 to 15 years (M = 11.90; SD = 1.27). Sample 2 consisted of 1022 students aged 9 to 14 years (M = 11.46; SD = 1.14). The questionnaire was validated using expert inter-judgment and Confirmatory Factor Analysis. A good fit of the proposed model to the data and good internal consistency measured according to the composite reliability were found, and convergent validity was demonstrated. Mapuche students perceived more physical violence and social exclusion. Cut-off points were proposed for the interpretation of the results. In the data, the effect of Coexistence Management on School Violence was null. The discussion approaches the findings from the literature on education in spaces of socio-cultural diversity in a Mapuche context.

Student’s Engagement in English Classroom with Hybrid Learning Environment at Metro Junior High School Makassar

The research aims to describe (1) how the hybrid learning environment influences students' engagement in learning English, (2) how students perceive the difference in their engagement between an online class and a hybrid class, and (3) the factors and challenges that students perceive in the hybrid learning environment that influence their engagement compared to an online-only class. This research was conducted at Metro Junior High School in Makassar. The method used in this study is autoethnography as a qualitative research design. A cluster random sampling technique was used to gain a sample, which included nineteen students and an English teacher who had attended both online-only and hybrid classes. The researcher's instruments included interview guidelines, observation, and documentation. The data analysis technique used was thematic analysis. The results show that (1) the hybrid learning environment positively influenced students' engagement in learning English, (2) students perceived noticeable differences in their engagement between an online class and a hybrid class, and (3) several factors and challenges in the hybrid learning environment influenced students' engagement compared to an online-only class.

Contextualized E-Tech Video Lessons and Students’ Performance

As a key tool for delivering material in many flipped, hybrid, and online classes, educational videos have grown in importance in higher education. This study determined the effectiveness of the application of contextualized E-Tech video lessons in teaching Empowerment Technologies (E-Tech) on the performance of the 52 Grade 11 students HUMSS Strand – Section Brilliance of Capiz National High School during the Academic Year 2022-2023. This utilized a single-group pre-test-post-test quasi-experimental research design with the same dependent variable measured in one group of participants. The researcher administered to the participants the adapted pre-test and post-test questionnaires of the DepEd, Division of Capiz. The questionnaire was sent through Google Forms in their group chat and Google Classroom. The test scores were gathered, transmuted, and entered into the master data and computer-processed using a licensed IBM SPSS Statistics 28 program. Frequency, percentage, mean, and Wilcoxon signed rank tests were the statistical tools used. Results revealed that the participant’s performance on Empowerment Technologies as a whole before the application of contextualized E-Tech video lessons was poor. Results further revealed that after the application of contextualized E-Tech video lessons, the participants’ performance on Empowerment Technologies was effective. When classified by sex, both male and female participants had outstanding performance. A statistically significantly positive change in participants’ performance after the application of contextualized E-Tech video lessons was revealed. The application of contextualized E-Tech video lessons in teaching Empowerment Technologies was effective. It can have a meaningful impact on student learning and help to improve students’ performance.

Organic-Platinum Hybrids for Covalent Binding of G-Quadruplexes: Structural Basis and Application to Cancer Immunotherapy.

G-quadruplexes (G4s) have been revived as promising therapeutic targets with the development of immunotherapy, but the G4-mediated immune response remains unclear. We designed a novel class of G4-binding organic-platinum hybrids, L1 -cispt and L1 -transpt, with spatial matching for G4 binding and G4 DNA reactivity for binding site locking. The solution structure of L1 -transpt-MYT1L G4 demonstrated the effectiveness of the covalent binding and revealed the covalent binding-guided dynamic balance, accompanied by the destruction of the A5-T17 base pairs to achieve the covalent binding of the platinum unit to N7 of the G6 residue. Furthermore, L1 -cispt- and L1 -transpt-mediated genomic dysfunction could activate the retinoic acid-induced gene I (RIG-I) pathway and induce immunogenic cell death (ICD). The use of L1 -cispt/L1 -transpt-treated dying cells as therapeutic vaccines stimulated a robust immune response and effectively inhibited tumor growth in vivo. Our findings highlight the importance of the rational combination of specific spatial recognition and covalent locking in G4-trageting drug design and their potential in immunotherapy.

Improving the preservice teachers’ TPACK level through hybrid learning

This study aims to explore whether there is a significant improvement in preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) after implementing hybrid presentation and teaching simulation as one of the tasks in the Teaching Methods and Conventional Media course. This study also reports students’ responses to the implementation of the hybrid presentation and teaching simulation. In this quantitative study, preservice teachers’ knowledge was measured using a TPACK scale prior to and subsequent to the hybrid class implementation period. Twenty-one students studying in the fourth semester of an English education department in a private university in Indonesia participated in this study. A paired-samples t-test result suggested a significant improvement in students’ scores from the pre- to the post- TPACK self-assessment (t = -8.210, p < .05). The findings of this study suggest that hybrid presentation can be an effective strategy to help foster preservice teachers’ TPACK skill while developing speaking and other skills.

Flexible Learning in Higher Education Institution: Experiences of Instructors in a Private Higher Institution

This research investigates instructors' experiences at Agusan del Sur College concerning Flexible Learning in the New Normal. The study adopts a mixed-method approach integrating quantitative and qualitative components. Participants are 30 full-time instructors across nine departments. The findings reveal that instructors need more training and technical competencies to conduct online courses, affecting the effectiveness of hybrid classes. Technical problems, including slow internet connections and unannounced power interruptions, despite these challenges, instructors value the flexibility inherent in Flexible Learning, spanning modalities, assessment methods, and instructional delivery, promoting greater student responsibility and time management, ultimately enhancing engagement and attentiveness. Moreover, smartphones and mobile applications serve as prevalent educational tools and eLearning resources, and there remains a preference for face-to-face classes over online learning. The study also underscores the positive impact of Flexible Learning, encompassing synchronous and asynchronous platforms, in enhancing digital and technological competencies, with 45.4% of students and 48.8% of instructors reporting its benefits. Additionally, instructors with 0-5 years of teaching experience exhibit excellent proficiency in Flexible Learning modalities and assessment methods. In conclusion, this research suggests that Flexible Learning could constitute a sustainable mode of delivery in higher education institutions, contingent on instructors receiving adequate training and support to navigate the challenges the New Normal poses effectively.

How we look: European wild mouflon and feral domestic sheep hybrids.

Hybridization between wild animals and feral individuals from closely related domestic species can occur when they share the same habitat. Such events are generally regarded as a threat to the genetic integrity and survival of established wild populations. The aim of this study is to confirm a hybridization between European mouflon and feral sheep on the Adriatic island Dugi Otok, where a group of individuals phenotypically indicative of a possible introgression was photographed. Using an ovine medium-density SNP array genotypes, we provided genetic evidence of recent gene admixture between the two species. The ADMIXTURE analysis suggests that two hybrid individuals had 82.2% and 94.1% of their ancestry attributable to feral sheep, respectively, with the rest of the mouflon in origin. NEWHYBRIDS analysis estimated the combined probabilities for the putative hybrid individuals belonging to one of the hybrid classes at 87.0% and 90.1%, respectively. The main phenotypic differences in the hybrids were observed in the shape of the horns, a stronger horn circumference than in the mouflon and weaker than for the sheep, pronounced horn rings, a shorter tail, and intermediate color. We therefore recommend constant monitoring of the purity of the mouflon population to maintain its genetic integrity. In addition, all feral sheep should be removed from the wild, and released sheep raised in semi-wild conditions should be better controlled.

Exploration of quinoxaline-benzimidazole hybrids as apoptosis-inducing agents and tubulin polymerisation inhibitors

We herein report the design and synthesis of a new class of quinoxaline-benzimidazole hybrids based on the molecular hybridization concept and evaluation of their in vitro cytotoxicity profile against human cancer cell lines, i.e., colorectal, lung, skin, and mouse melanoma cell line. Among all the screened compounds, compound 5l (2-(1-(3, 4-dichlorobenzyl)-1H-benzo[d]imidazol-2-yl)quinoxaline) exhibited potent cytotoxicity against lung cancer cell line (A549) with an IC50 of 4.37 ± 0.09 µM with a cytospecificity towards cancer cells. Further, AO/EB, DAPI, DCFDA, and JC-1 staining techniques confirmed that 5l induced apoptosis in the A549 cell line. In addition, 5l in annexin V-FITC/PI assay induced early apoptosis. The clonogenic assay revealed that 5l inhibited colony formation in a dose-dependent manner. Cell cycle distribution analysis unveiled that 5l caused the arrest of G2/M phase of cell cycle. Moreover, 5l inhibited tubulin polymerization with an IC50 value of < 2.19 µM. Docking studies revealed that 5l has a prominent binding affinity towards colchicine binding site of α/β- tubulin with good protein-ligand interactions with a binding energy of -45.139 kcal/mol. In silico ADME/T prediction studies disclosed the favourable drug-like properties of 5l.

Undergraduate Skills Training in Pandemic Times: Where Is the Future of Medical Education?

The COVID-19 pandemic forced medical programs to rapidly switch to remote teaching from scratch, impacting hands-on skills training. This study compared the efficacy of a hybrid online format to a regular in-person session for a mandatory surgical skills class. Third-year undergraduate medical students attending the surgical skills class in the winter semester of 2020/21 at the Medical University of Graz were randomly assigned to either the hybrid or in-person class, depending on their course schedule and government regulations. The hybrid class involved online videos, one-on-one peer tutoring, and an Objective Structured Clinical Examination (OSCE). Pre- and post-class self-assessments were conducted to evaluate their theoretical and practical knowledge of a single interrupted suture. The study included 85 students in the regular in-person class and 50 in the hybrid class. A pre-class assessment revealed higher self-assessments in the hybrid class for theoretical and practical knowledge, but a post-class assessment showed no significant difference. The advantages and disadvantages of both modalities were identified, providing valuable insights for future curriculum development. Both teaching modes were effective for undergraduate surgical skills training. This study recommends implementing positive aspects of both the hybrid and in-person formats while recognizing their respective limitations.

Effects of Book Medium Preferences in Extensive Reading on Learners’ Reading Volume, Vocabulary Size, and Reading Strategies: A Case Study From a Hybrid Class

Extensive reading (ER) is an established instructional strategy in English classrooms. While previous studies explored the impact of ER on various learning outcomes, the mediating role of the book medium (paper vs. electronic formats) in the process remains understudied. The present study aimed to bridge this gap by examining the differences in Japanese university students’ reading volume, increase in vocabulary size, and reading strategies in a semester-long ER program in a hybrid English course. Fifty-eight students from two English classes were classified into three groups based on their book medium preferences: those who read paper books only (PBO; n = 32), those who used electronic books (e-books) for more than half of their reading (EB&gt;H; n = 6), and those who used e-books for less than half of their reading (EB&lt;H; n = 20). The results indicated that book medium preferences did not significantly impact the reading volume and vocabulary size. However, PBO students were more likely to find a book interesting than those in the EB&gt;H group, and students in the EB&gt;H group were more likely to consult a dictionary if they encountered unknown words than those in the PBO group. The practical implications of these findings are discussed along with potential areas for further investigation. 多読（ER）は、英語の教室で確立された指導戦略である。従来の研究では、ERがさまざまな学習成果に及ぼす影響は調査されているが、その過程における書籍媒体（紙媒体か電子媒体）の介在的な役割については、依然として研究が不足している。本稿は、学生数58人を本の媒体の好みにより3グループに分けた１セメスターの多読指導において、紙の本のみで多読を行った学習者（PBO群：n = 32）と、電子図書を全読語数の50%以上利用した学習者（EB&gt;H群：n = 6）、電子図書を全読語数の50%未満利用した学習者（EB&lt;H群：n = 20）の間で、読語数や読冊数、受容語彙サイズの上昇値、英語の読み方に違いが生じたかを調査した事例研究である。本研究の結果、学習者の本の媒体の好みは、１セメスター間の読語数や読冊数、語彙サイズの上昇値に有意な差はもたらさなかった。しかし、PBO群の学習者は、EB&gt;H群の学習者よりも面白い本と出会えたと回答した割合が有意に高く、また、EB&gt;H群の学習者は、PBO群の学習者よりも未知語に出会った時に辞書で調べる傾向が有意に高いことが示された。これらの結果の実用的な意味と、さらなる研究の可能性を議論する。

대학 하이브리드 수업 운영현황 및 문제점 분석을 통한 지원방안 탐색

This study analyzed current practice of hybrid instruction and main issues to suggest support measures to further improve college learning. To this end, an online survey of 105 students, as well as class observations and in-depth interviews with college instructors who taught hybrid classes, were conducted. Despite the necessity and convenience of hybrid instruction, instructors and students who experienced hybrid instruction for the first time faced many challenges and difficulties. For instructors, 'increased workload due to on/offline classroom set-up and technical glitches, 'burden of class reconstruction’, ‘facilitating class interaction among on/offline students’ were most difficult to deal with. For students, ‘extra time for hybrid classroom set-up’, ‘difficulty interacting with students in different mode’, ‘technical glitches’ were pointed out as the major issues. In order to facilitate meaningful learning in hybrid instruction, universities should diversify support measures for instructors and, in particular, provide extra support for instructional design customized for hybrid instruction. It is expected that this study can be used as basic data to derive a new teaching-learning model for the operation of college hybrid instruction.

Validation Assessment of a Relationship between Teaching Practice and Professional Engineer Certification: A Pilot Study and Survey Evaluation

Engineering courses are regarded as challenging that require a solid foundation in mathematics, physics, and chemistry as well as critical thinking and problem-solving skills. Inadvertently, these components present challenges to the teaching and learning (T&amp;L) process in the classroom and up to the author's knowledge, there is no study reported in relation with professional engineer certification and UTM-NALI teaching practices. Therefore, this study examined the relationship between engineering educators with professional engineer certification and their teaching methods in particular UTM-NALI. This is a pilot study with small respondents and to validate survey questions for assessment in larger samples. Additional questions regarding the obstacles, recommendations, and example characteristics are also offered. The data on the performance of students and the distinction between certified and uncertified lecturers are discussed. Through their participation in T&amp;L in the classroom, lecturers with and without professional engineer qualifications can be seen experiencing the effects of the NALI model. Even though hybrid classes that were conducted to help pupils catch up with previous Malaysian MCOs (movement control orders) can limit this study, through the test findings, this study can be carried out for larger samples to get congruent conclusions of proposed research.

LayNet—A multi-layer architecture to handle imbalance in medical imaging data

In an imbalanced dataset, a machine learning classifier using traditional imbalance handling methods may achieve good accuracy, but in highly imbalanced datasets, it may over-predict the majority class and ignore the minority class. In the medical domain, failing to correctly estimate the minority class might lead to a false negative, which is concerning in cases of life-threatening illnesses and infectious diseases like Covid-19. Currently, classification in deep learning has a single layered architecture where a neural network is employed. This paper proposes a multilayer design entitled LayNet to address this issue. LayNet aims to lessen the class imbalance by dividing the classes among layers and achieving a balanced class distribution at each layer. To ensure that all the classes are being classified, minor classes are combined to form a single new ‘hybrid’ class at higher layers. The final layer has no hybrid class and only singleton(distinct) classes. Each layer of the architecture includes a separate model that determines if an input belongs to one class or a hybrid class. If it fits into the hybrid class, it advances to the following layer, which is further categorized within the hybrid class. The method to divide the classes into various architectural levels is also introduced in this paper. The Ocular Disease Intelligent Recognition Dataset, Covid-19 Radiography Dataset, and Retinal OCT Dataset are used to evaluate this methodology. The LayNet architecture performs better on these datasets when the results of the traditional single-layer architecture and the proposed multilayered architecture are compared.

Application of Project-Based Learning to a Software Engineering course in a hybrid class environment

Application of Project-Based Learning to a Software Engineering course in a hybrid class environment