Abstract-The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students' experience and perceptions. The course named "Internet and Distance Education" was taught in Winter Semester, 2013 at the Zhejiang University in Hangzhou, China to 15 undergraduate students majoring in education. E-learner satisfaction surveys found that students were generally satisfied with many aspects of the redesigned course, including instructor response timeliness, instructor attitude toward the technology, e-learning course flexibility, technology quality, Internet quality, perceived usefulness, perceived ease of use, and perceived e-learner satisfaction, while learner perceived interaction with others was not so satisfactory. Based on the findings, several suggestions to improve the course design are offered.

Abstract-The purpose of this study was to investigate faculty members' usage of Open Educational Resources (OER) as well as the barriers to OER development and usage. 360 faculty members from Zhejiang University (ZJU) in China were randomly selected to complete a survey. The study found that: (1) most of surveyed faculty members rarely utilized OER, while they had some awareness of sharing educational resources; (2) the majority noticed online educational materials published for learning or reference, while they ignored open source software or licensing tools for sharing and reusing resources; (3) lack of time and skills were significant obstacles for faculty members to develop OER, while lack of incentives was a potential obstacle; (4) content, experience, and school factors affected faculty members' OER usage; (5) online teaching experiences impacted incentive to develop OER as well as how to develop OER. It also played a key role in faculty members' perceptions about the experience and habit factors as possible barriers to OER usage. Results of the study implicate that more serious efforts are needed to improve the awareness and development of OER in China.

Interfacial architecture of the nanofillers is the critical factor to achieve desirable dielectric properties in the polymer nanocomposites. However, a basic understanding of the role of interfacial polarization and crystallization on energy storage is very seldom. Herein, we synthesized the core−shell aromatic polythiourea@BaTiO 3 nanoparticles (ArPTU@BT NPs) as nanofillers to prepare ferroelectric polymer nanocomposites. Remarkably, direct detections of interfacial morphology, polarization, and interfacial crystallization mechanism in ferroelectric nanocomposites were revealed by a combination of atomic force microscopy (AFM) and flash differential scanning calorimetry sites (Flash DSC), which were experimentally detected by AFM, can suppress the local electric field and the migration of charges, leading to a high breakdown strength (E b ). Second, the addition of ArPTU@BT NPs, which were served as heterogeneous nucleators, can promote the crystallization rate (t 0.5 ) and form a tiny spherulite, which is beneficial for reducing the energy barrier of dipole switching and enhancing the interfacial polarization to achieve a high dielectric constant (ε) as well as an ultrahigh energy density (U). Our systematic studies provide the possibilities in understanding interfacial behaviors to design ferroelectric polymer nanocomposites for high-capacitance capacitor applications.

The purpose of this study was to investigate the impact of online teaching experience on faculty members’ perceptions about attributes of OER. Rogers’ (2003) attributes of innovation theory was adopted as the theoretical base in this study. And questionnaire survey was carried out at Zhejiang University (ZJU) in China. 360 faculty members from ZJU were randomly invited to complete a questionnaire. The results of data analysis found that (1) only small portion of surveyed faculty members had online teaching experience while there was large portions of participants indicated that they would be willing to share their educational resources on the ZJU website or on outside websites; (2) the majority of the participants tended to agree that there is a relative advantage and compatibility of OER, though they were more neutral regarding the complexity, trialability and observability of OER; (3) online teaching experiences significantly impacted faculty members’ perceived trialability and observability of OER. Based on the finding, the study suggested that universities may carry out more initiatives efforts to increase faculty members’ online teaching experience and to improve faculty members’ perceived attributes of OER.

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