| 1. |
- Jhun, Mina-A, et al.
(författare)
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A multi-ethnic epigenome-wide association study of leukocyte DNA methylation and blood lipids
- 2021
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Ingår i: Nature Communications. - : Springer Nature. - 2041-1723. ; 12:1
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Tidskriftsartikel (refereegranskat)abstract
- Here we examine the association between DNA methylation in circulating leukocytes and blood lipids in a multi-ethnic sample of 16,265 subjects. We identify 148, 35, and 4 novel associations among Europeans, African Americans, and Hispanics, respectively, and an additional 186 novel associations through a trans-ethnic meta-analysis. We observe a high concordance in the direction of effects across racial/ethnic groups, a high correlation of effect sizes between high-density lipoprotein and triglycerides, a modest overlap of associations with epigenome-wide association studies of other cardio-metabolic traits, and a largely non-overlap with lipid loci identified to date through genome-wide association studies. Thirty CpGs reached significance in at least 2 racial/ethnic groups including 7 that showed association with the expression of an annotated gene. CpGs annotated to CPT1A showed evidence of being influenced by triglycerides levels. DNA methylation levels of circulating leukocytes show robust and consistent association with blood lipid levels across multiple racial/ethnic groups. Abnormal blood lipid levels are important risk factors for cardiovascular and other various diseases. Here the authors conduct a large-scale multi-ethnic epigenome-wide association study combined with epigenetic (cis-QTL and eQTM) data, and identify CpG-lipid traits associations that are specific to or common across racial/ethnic groups.
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| 2. |
- Klonowska, Kamilla, et al.
(författare)
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Student engagement in hybrid taught large introduction courses during COVID-19
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- To build student engagement and belonging early in the education is crucial for retention and student success. Since the COVID-19 outbreak, universities worldwide were forced to seek for alternative and complementary teaching approaches. In Sweden, universities adopted hybrid teaching since the end of the spring in 2020. The traditional face-to-face teaching facilitates immediate, real-time engagement with activities such as discussion and instant interaction between instructors and students and/or among students which encourages active learning, while an online teaching allows the students to watch videos and read requested materials many times, to complete the assignments at their suitable time and place, to enable good discussion and interaction via online forum and messaging. A hybrid approach combines the advantages of both face-to-face and online approaches. Research shows several challenges with online teaching, for examples, students´ engagement [1], communication between student(s) and teacher(s) [2], connection with/within the group, study groups, study buddies [3] as well as social engagement [4]. When a hybrid approach is applied to the First-Year courses due to the COVID-19, these challenges might have even more serious implications on the retention and success. This study explores two successful cases of how active learning, togetherness and engagement can be created among First-Year students. The study is based on two large introductory courses for the first-year students in Computer Science and in Business Administration at Kristianstad University, Sweden. Both programmes provide the Introduction courses for larger number of students (135 respective 195 students). Various methods and tools were used in the course design to engage students and create an active learning [5] environment using the hybrid approach. The results and experience were also presented. We experienced that students had actively participated in the arranged activities and the course passing rate was higher compared with the face-to-face teaching. The course evaluation also showed that the students were satisfied with course contents and various course activities.
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| 3. |
- Klonowska, Kamilla, et al.
(författare)
-
Student engagement in hybrid taught large introduction courses during COVID-19
- 2021
-
Konferensbidrag (populärvet., debatt m.m.)abstract
- To build student engagement and belonging early in the education is crucial for retention and student success. Since the COVID-19 outbreak, universities worldwide were forced to seek for alternative and complementary teaching approaches. In Sweden, universities adopted hybrid teaching since the end of the spring in 2020. The traditional face-to-face teaching facilitates immediate, real-time engagement with activities such as discussion and instant interaction between instructors and students and/or among students which encourages active learning, while an online teaching allows the students to watch videos and read requested materials many times, to complete the assignments at their suitable time and place, to enable good discussion and interaction via online forum and messaging. A hybrid approach combines the advantages of both face-to-face and online approaches. Research shows several challenges with online teaching, for examples, students´ engagement [1], communication between student(s) and teacher(s) [2], connection with/within the group, study groups, study buddies [3] as well as social engagement [4]. When a hybrid approach is applied to the First-Year courses due to the COVID-19, these challenges might have even more serious implications on the retention and success. This study explores two successful cases of how active learning, togetherness and engagement can be created among First-Year students. The study is based on two large introductory courses for the first-year students in Computer Science and in Business Administration at Kristianstad University, Sweden. Both programmes provide the Introduction courses for larger number of students (135 respective 195 students). Various methods and tools were used in the course design to engage students and create an active learning [5] environment using the hybrid approach. The results and experience were also presented. We experienced that students had actively participated in the arranged activities and the course passing rate was higher compared with the face-to-face teaching. The course evaluation also showed that the students were satisfied with course contents and various course activities.
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