Search results

This study aims to design and implement a multimaterial system for printing multifunctional specimens suitable for various sectors, with a particular focus on biomedical applications such as addressing mandibular bone loss.

To enhance both the mechanical and biological properties of scaffolds, an automatic multimaterial setup using vat photopolymerization was developed. This setup features a linear system with two resin vats and one ultrasonic cleaning tank, facilitating the integration of diverse materials and structures to optimize scaffold composition. Such versatility allows for the simultaneous achievement of various characteristics in scaffold design.

The printed multimaterial scaffolds, featuring 20 Wt.% hydroxylapatite (HA) on the interior and poly-L-lactic acid (PLLA) with 1 Wt.% graphene oxide (GO) on the exterior, exhibited favorable mechanical and biological properties at the optimum postcuring and heat-treatment time. Using an edited triply periodic minimal surface (TPMS) lattice structure further enhanced these properties. Various multimaterial specimens were successfully printed and evaluated, showcasing the capability of the setup to ensure functionality, cleanliness and adequate interface bonding. Additionally, a novel Gyroid TPMS scaffold with a nominal porosity of 50% was developed and experimentally validated.

This study demonstrates the successful fabrication of multimaterial components with minimal contaminations and suitable mechanical and biological properties. By combining PLLA-HA and PLLA-GO, this innovative technique holds significant promise for enhancing the effectiveness of regenerative procedures, particularly in the realm of dentistry.

This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.

This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.

The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.

By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.

This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

Post-pandemic sovereign authorities in several economies have nudged primary education institutions to adopt platform-based teaching. The shift to platform technology attempts to ensure continuity in the teaching–learning process. In the context of predominantly digitally mediated teaching process, this shift may exacerbate disparities and social injustice by limiting access to primary education in resource-constrained developing economies. The purpose of this study is to explore the efficacy of such a digital framework provided by government and private partners and the challenges faced by the teachers in absence of proper scaffolding.

Using an integrative theoretical framework that is composed of capability theory, technology adoption theories and the scaffolding framework, this paper analyses the challenges faced by primary school teachers when adapting to platform-based teaching. Social media analytics along with text analytics using Natural Language Processing and latent Dirichlet allocation-based topic modelling approach to extract latent topics or themes used by users during their tweets related to e-teaching.

The findings of this study highlight that adopting a platform-based and hybrid approach improves access to education and flexibility and highlights the importance of scaffolds in achieving desired learning outcomes. EdTech companies can play a significant role through private-public partnership models to offer technical scaffold. Collaborative efforts between educational institutions and EdTech service providers are essential for ensuring the long-term sustainability of platform-based teaching and learning.

After the pandemic, there has been no published literature available which examined the role of scaffolds and EdTech companies in ensuring digital ecosystem for better teaching–learning outcome through platforms.

The study investigates the information-related challenges as well as the practices adopted by early-career researchers during transitions between roles and institutions. Its primary goal is to delve into how information behaviors serve as scaffolding during significant life shifts. Moreover, the research aims to provide actionable insights based on this scaffolding concept for individuals navigating transitions.

This preliminary and exploratory study took a phenomenological approach to examine the role of information seeking and personal information management (PIM) behaviors during life transitions. In-depth semi-structured interviews were held with 15 early-career researchers from various disciplines, who were about to finish their PhDs or had recently graduated.

By employing information seeking and PIM practices, participants were able to address three main information challenges that arose during the transition process: the timing of information behavior, the nature of information and the social components of the transition. The use of networked and independent information seeking/validation practices enabled to establish a sustainable network of transition-related information, reducing uncertainty. PIM practices helped planning the transition, maintaining information over the long-term and gaining control over personal information.

This study underscores the significance of information behaviors, encompassing both information seeking and PIM, as scaffolding mechanisms during crucial life transitions. It offers essential insights that can guide the creation of impactful interventions and resources. Additionally, the research illuminates the pressing demand for more in-depth exploration in this domain.

Additive manufacturing (AM), also known as three-dimensional (3D) printing technology, has been used in the health-care industry for over two decades. It is in high demand in the health-care industry due to its strength to manufacture custom-designed and personalized 3D constructs. Recently, AM technologies are being explored to develop personalized drug delivery systems, such as personalized oral dosages, implants and others due to their potential to design and develop systems with complex geometry and programmed controlled release profile. Furthermore, in 2015, the US Food and Drug Administration approved the first AM medication, Spritam® (Apprecia Pharmaceuticals) which has led to tremendous interest in exploring this technology as a bespoke solution for patient-specific drug delivery systems. The purpose of this study is to provide a comprehensive overview of AM technologies applied to the development of personalized drug delivery systems, including an analysis of the commercial status of AM based drugs and delivery devices.

This review paper provides a detailed understanding of how AM technologies are used to develop personalized drug delivery systems. Different AM technologies and how these technologies can be chosen for a specific drug delivery system are discussed. Different types of materials used to manufacture personalized drug delivery systems are also discussed here. Furthermore, recent preclinical and clinical trials are discussed. The challenges and future perceptions of personalized medicine and the clinical use of these systems are also discussed.

Substantial works are ongoing to develop personalized medicine using AM technologies. Understanding the regulatory requirements is needed to establish this area as a point-of-care solution for patients. Furthermore, scientists, engineers and regulatory agencies need to work closely to successfully translate the research efforts to clinics.

This review paper highlights the recent efforts of AM-based technologies in the field of personalized drug delivery systems with an insight into the possible future direction.

This paper aims to examine the barriers to adopting collaboration in architectural design studios from the instructors' perspectives and explore strategies to overcome barriers.

Semi-structured interviews were conducted with 14 coordinators in architecture and interior architecture design studios to gather insights into their experiences and perspectives on collaboration. Thematic analysis was employed to identify key themes and patterns in the data.

The study reveals that collaboration is highly valued by instructors for its potential to enhance creativity, problem-solving abilities, and preparation skills among students. However, the study identified several barriers, such as student conflicts, coordination challenges, cultural differences, and technological constraints.

The instructors recommended specific strategies to promote collaboration in architectural design studios. These strategies include involving students in collaborative projects, providing training in collaboration skills, striking a balance between online and in-person activities, and developing supportive policies and skills. Implementing these strategies can help design programmemes that prepare students for professional success and future careers.

This study sheds light on the importance of integrating collaboration skills in architectural education. By exploring barriers and suggesting strategies, it provides valuable insights for educators and encourages further research into the implementation of these strategies. Design programmes can benefit from adopting a multifaceted approach to foster collaboration among students, thereby enhancing their learning experience and future prospects.

This paper aims to present a practical guide for designing effective synchronous online teaching to support student engagement.

This practical guide was developed by drawing insights from literature and our own practical experiences.

This paper developed BEST principles (i.e., Building positive relationships, Engage through interactions, Scaffold collaborative learning, and Timely feedback) as a practical framework for guiding the design of synchronous online teaching. This paper also discussed the pedagogical roles digital tools can play in supporting online teaching and the various design considerations.

This guide can serve multiple purposes: a practical framework for guiding the design of online teaching, a reflective instrument to evaluate the effectiveness of online teaching, and a resource for teacher professional development training in online teaching. It also has implications for the design of learning in other modalities (e.g. face-to-face and hybrid learning).

While some prior research has put forth principles and instructional strategies for designing online teaching, they tend to be more conceptual, and few have integrated principles with empirical evidence and technological solutions. This paper creates a comprehensive guide that integrates learning principles, technology and design considerations for effective online teaching.

Intense interest has been shown in creating new and effective biocide agents as a result of changes in bacterial isolates, bacterial susceptibility to antibiotics, an increase in patients with burns and wounds and the difficulty of treating infections and antimicrobial resistance. Woven, nonwoven and knitted materials are used to make dressings; however, nonwoven dressings are becoming more popular because of their softness and high absorption capacity. Additionally, textiles have excellent geometrical, physical and mechanical features including three-dimensional structure availability, air, vapor and liquid permeability, strength, extensibility, flexibility and diversity of fiber length, fineness and cross-sectional shapes. It is necessary to treat every burn according to international protocol and along with it has to focus on particular problems of patients and the best possible results.

The objective of this paper is to conduct a thorough examination of research pertaining to the utilization of textiles, as well as alternative materials and innovative techniques, in the context of burn wound dressings. Through a critical analysis of the findings, this study intends to provide valuable insights that can inform and guide future research endeavors in this field.

In the past years, there have been several dressings such as xeroform petrolatum gauze, silver-impregnated dressings, biological dressings, hydrocolloid dressings, polyurethane film dressings, silicon-coated nylon dressings, dressings for biosynthetic skin substitutes, hydrogel dressings, newly developed dressings, scaffold bandages, Sorbalgon wound dressing, negative pressure therapy, enzymatic debridement and high-pressure water irrigation developed for the fast healing of burn wounds.

This research conducts a thorough analysis of the role of textiles in modern burn wound dressings.

The proliferation of ChatGPT, as in many other digital technologies and social media, has increasingly impacted many aspects of modern life, including second and foreign language education. This study, building on a common theoretical position of all these advances in Artificial intelligence (AI), seeks to establish a model for ChatGPT research on English language learning. It specifically explores the dimensions in which ChatGPT aids students in their English language learning.

The study adopts grounded theory in collecting and analyzing data from 20 ResearchGater (RG) through a two-week RG discussion about ChatGPT uses in their language learning contexts. Data collected via the discussion was analyzed thematically.

Preliminary findings show that ChatGPT can be used in developing learners' language skills; scaffolding the learning process by providing feedback to students on their language use and acting as partners in practicing language with recommended activities for more language practice.

The study contributes a five-dimension model for artificial intelligence assisted language learning (AIALL). The model involves flexible teacher's role to consolidate learner autonomy and provide enjoyable learning, urges future innovation, and celebrates various applications. Examining the AIALL model of ChatGPT for language learning, teachers should provide some directions for properly using this new application.

Tracing the development of a parallel-engaged pedagogy of care that extended and adapted the critical and transformative pedagogies of Freire, De Sousa Santos and hooks to the South African context. The development of this transformative pedagogy addresses the local conditions of an architectural design studio at a postcolonial, post-Apartheid and post “Fees must Fall” protests South African university. This pedagogy used practice-based design research to build a more conscious, critical and careful design practice in both students and educators.

The pedagogy was developed through participatory action research, over five years, from 2019 to 2023 including two years of the COVID-19 pandemic. Parallel and active engagement of students and educators within a nurturing and caring environment evolved from year to year, through a conscious and critical reflection on the process. Student surveys, reflective essays and focus groups unearth the impact of the parallel-engaged pedagogy of care.

The parallel-engaged pedagogy of care was shown to support and scaffold students becoming more conscious, critical and careful in their design practices validating diverse lived experiences as generative for design and important for social justice and transformative equity.

The parallel-engaged pedagogy of care is part of a global shift to more transformative pedagogies that address student diversity and decoloniality.

Through dismantling traditional hierarchical teaching modes, the pedagogy is more student-led, agile and adaptable. Through centring and demonstrating care in the pedagogy, students are encouraged to develop both self-care and care in their design practice. This is especially critical in the South African context where the cultural capital of the institution, with its roots in colonial and Apartheid education differs from that of the majority of students of colour.