Spatial and seasonal variations in the carbon and lead isotopes of PM2.5 in air of residential buildings and their applications for source identification.

To understand isotope distributions of PM2.5 in residential buildings and apply them for source identification, carbon (δ13C) and lead (Pb) isotope ratios in indoor and outdoor air of residential buildings were analyzed. Moreover, factor analysis (FA) was employed to investigate sources, which were compared through isotopic analyses. The average δ13C values of indoor air are -26.94 ± 1.22‰ and -27.04 ± 0.44‰ in warm (August to October) and cold (February to March) seasons, respectively, and the corresponding values for outdoor air are -26.77 ± 0.54‰ and -26.57 ± 0.39‰. The average 206Pb/207Pb (208Pb/207Pb) ratios of indoor air are 1.1584 ± 0.0091 (2.4309 ± 0.0125) and 1.1529 ± 0.0032 (2.4227 ± 0.0081) in warm and cold seasons, respectively, and the corresponding values for outdoor air are 1.1594 ± 0.0069 (2.4374 ± 0.0103) and 1.1538 ± 0.0077 (2.4222 ± 0.0085). Seasonal variation in δ13C values or Pb isotope ratios of indoor air was not significant, and similar results were obtained for outdoor air. Significant differences were not observed between δ13C values or Pb isotope ratios of indoor and outdoor air. Traffic emission is the major contributor to indoor and outdoor PM2.5 based on isotopic analyses; this result was consistent with the results of FA. The δ13C values of indoor air in buildings with poor ventilation conditions were significantly lighter than those of outdoor air. In summary, the spatial and seasonal variations of isotopes were similar in residential buildings, which can be used to identify sources of indoor PM2.5, and ventilation condition is an influencing factor.

Massive Open Online Course Study Group: Interaction Patterns in Face-to-Face and Online (Facebook) Discussions.

Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members.

Revalidating the Taiwanese Self-Regulation Questionnaire (New TSSRQ) and Exploring Its Relationship With College Students' Psychological Well-Being.

Self-regulation (SR) is a vital trait whereby people adapt to the environments and achieve goals, yet measurements of general SR remain scant in Asian countries. Due to insufficient items in several dimensions, in this study we revised and revalidated our previous work of the Short Self-Regulation Questionnaire for Taiwanese college students (TSSRQ) by incorporating student perspectives and aspects of affective/motivation regulation. Through exploratory and confirmatory factor analyses, we validated the "New TSSRQ" which contained 39 items in seven factors, including Proactiveness (PA), Self-Management (SM), Goal Setting (GS), Mindfulness (MF), Goal Attainment (GA), Adjustment (AD), and Motivation (MO). Subsequently, we explored the correlation between New TSSRQ dimensions and those of the Scale of Psychological Well-Being (SPWB) as a source of validity evidence. Findings indicated that SR and PWB are highly correlated, especially for Mindfulness and Proactiveness dimensions. Implications of this study were discussed along with practical suggestions to leverage college students' mindfulness, proactiveness, and self-regulation in general.

Validation of the Short Self-Regulation Questionnaire for Taiwanese College Students (TSSRQ).

While self-regulation has long been recognized as an important characteristic of an individual, instruments assessing the general aptitude of self-regulation remain limited especially in Asian countries. This study re-validated Carey et al.'s (2004) Short Self-Regulation Questionnaire based on a national sample of Taiwanese college students (N = 1,988). Item analysis, exploratory factor analysis, and confirmatory factor analysis (CFA) yielded 22 items in five internally consistent factors. Descriptive findings showed that, a lack of proactiveness and volitional control, and a decrease of self-regulation throughout the college span appeared to be an overarching problem among Taiwanese college students. Furthermore, male students achieved lower self-regulation scores than female ones, and students in Services and STEM-related majors are in the need of self-regulation enhancement. Due to the generic measurement of individual's self-regulation traits, the Taiwanese Short Self-regulation Questionnaire (TSSRQ) can be flexibly applied to various contexts and used to deal with different issues beyond learning such as college students' Internet or smartphone addiction. Through this study, we hope the validated TSSRQ can promote studies on self-regulation and associated antecedents and outcomes, in turn leveraging college students' life adjustment and well-being.

Supporting cross-cultural online discussion with formal and informal platforms: a case between Hong Kong and Taiwan.

The paper reports on a collaborative project on fostering cross-cultural online discussion between two universities with one in Hong Kong and the other in Taiwan. Two online platforms-Moodle as a formal channel for course-related discussion and Facebook as an informal channel for social-oriented interaction-were employed. The study pays special attention to instructional design based on research-derived strategies and reflects on the effects of various strategies as well as students' experiences and perceptions. The results show that the students perceived the online discussion as valuable for exchanging perspectives and enhancing cross-cultural understanding. However, they were less motivated to use Facebook as the informal channel for socialization. The challenges encountered especially those concerning using Facebook in formal learning environments will be discussed. At the end, the recommendations for better utilizing and bringing together formal and informal online platforms will be suggested.

GPS sensor-based mobile learning for English: an exploratory study on self-efficacy, self-regulation and student achievement.

This study investigated the effects of self-efficacy and self-regulation on student achievement in a context-aware learning environment. Particularly, an innovative global positioning system (GPS) sensor-based mobile learning system was used to facilitate English learning of different plants on campus. A total of 41 university students participated in the study, divided into high and low groups of self-efficacy and self-regulation. The findings showed that both self-regulation and self-efficacy were significant predictors of learning achievement in the mobile context-aware learning (MCL) context. Moreover, while the GPS-based MCL learning session had positive effects on learning achievement, no significant increase in self-regulation or self-efficacy was found in either the high or the low group, supposedly due to the short duration of the activity. The participants found the system easy to use and useful, but they also raised critical concerns that can inform future improvements. We hope this exploratory study can serve as a starting point from which more interactive, user-friendly GPS sensor-based learning systems will be generated and more areas of application will be further explored to foster self-regulated, self-motivated ubiquitous learning of mobile learners.