Remote Learning in Transnational Education: Relationship between Virtual Learning Engagement and Student Academic Performance in BSc Pharmaceutical Biotechnology.

The 21st century has seen dramatic changes to education delivery which have widened the scope of transnational education and remote learning via various virtual learning environments (VLEs). Efficient remote teaching activities require students to be engaged with taught materials and academic staff, and for educators to be able to track and improve student engagement. This article describes the generation of a predictive mathematical model for students' exam performance using VLE engagement indicators and coursework marks together to enable the creation of a model with a correlation coefficient of 0.724. This article examines the relationship of each of these variables with final exam marks, as well as the addition of personal related variable X on the generated model's accuracy. The generated models show that each variable had a different impact on the prediction of the final exam mark. The results' analysis suggests that coursework marks and total VLE page views were the major attributes, while personal factors were also found to greatly impact model accuracy. Considering the case of outliers, who were students with low VLE engagement achieving high exam marks, it is proposed that personal factors, such as behavioural factors and study style, also have a significant effect on student academic attainment. The generated model can be used by students to improve self-efficacy by adjusting their study style and by educators to provide early interventions to support disengaged students. This model can be replicated in different remote learning settings and transnational education, and the findings might be insightful for courses with remote learning strategies to investigate the key educational, personal and engagement parameters for students' overall success.

Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning?

Building an interactive environment during learning experience is sometimes hindered by student numbers in class, their sociocultural differences and limited teaching time, which may reduce student engagement. In this study we provided a super blended teaching and learning model by hybridising Classroom Response System (CRS) with Flipped Classroom (FC) and Team-Based Learning (TBL). CRS allowed learners to use their smart devices (e.g., phones, tablets and laptops) to respond to a variety of numerical, multiple-choice, short-answer and open ended questions posed during live classes and encouraged them to engage with classroom activities. Our Flipped-CRS (F-CRS) approach required the students to preview the e-learning material and watch the recorded lectures before the sessions and apply their knowledge within the session, either individually or as teams, by answering questions using TurningPoint CRS software. Learners provided positive feedback regarding F-CRS and the application of super blended teaching and learning model demonstrated a substantial increase in student collaboration and enhanced their motivation, engagement, attendance and academic performance, especially while using F-CRS approach in teams. Our super blended approach enabled educators to monitor student engagement throughout the year, facilitated formative assessment and assisted teachers to create crude class performance prediction in summative assessments.

Thermally triggered theranostics for pancreatic cancer therapy.

Hybrid iron oxide-gold nanoparticles (HNPs) show the ability to bind drugs onto their surface with a triggered release at elevated temperatures. The iron oxide core allows for diagnostic imaging whilst heating of the gold shell upon laser irradiation reverses drug binding. This study exploits the reversible binding of novel polyamine based drugs in order to provide a specific and effective method for pancreatic cancer treatment. Here we used a novel bisnaphthalamido (BNIP) based drug series. Our hybrid nanoparticles (50 nm) showed the ability to load drugs onto their surface (3 : 1 : 0.25, drug : Fe : Au). By exploiting the surface-to-drug electrostatic interaction of a range of BNIP agents, heat triggered drug release was achieved. A 12-fold reduction in IC50 after 24 h in vitro and a 5-fold reduction of tumour retardation in vivo compared with free drug in pancreatic models after treatment were achieved with the HNP-formulation and laser irradiation. This heat activated system could provide a key platform for future therapeutic strategies.