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Computer‐supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning‐related uses of an online discussion forum against such use of a mobile instant‐messaging app by the same group of 78 upper‐division undergraduate pre‐service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social‐network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant‐messaging app resulted in more social interactions.

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The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object-oriented dynamic learning environment (Moodle) were used as mobile and online collaborative learning settings. Seventy-eight college students majoring in information engineering participated in the experiment. The following findings were revealed by combining methods of social network analysis, content analysis and questionnaire survey: (1) the collaborative social networks generated in this study showed that students had tighter interaction relationships in Moodle than in WeChat; (2) deeper level of knowledge building in collaboration and interaction through Moodle than WeChat was observed; and (3) Moodle got higher perception level than WeChat because of its usefulness for collaboration.

Cerasus serrulata is a flowering cherry germplasm resource for ornamental purposes. In this work, we present a de novo chromosome-scale genome assembly of C. serrulata by the use of Nanopore and Hi-C sequencing technologies. The assembled C. serrulata genome is 265.40 Mb across 304 contigs and 67 scaffolds, with a contig N50 of 1.56 Mb and a scaffold N50 of 31.12 Mb. It contains 29,094 coding genes, 27,611 (94.90%) of which are annotated in at least one functional database. Synteny analysis indicated that C. serrulata and C. avium have 333 syntenic blocks composed of 14,072 genes. Blocks on chromosome 01 of C. serrulata are distributed on all chromosomes of C. avium, implying that chromosome 01 is the most ancient or active of the chromosomes. The comparative genomic analysis confirmed that C. serrulata has 740 expanded gene families, 1031 contracted gene families, and 228 rapidly evolving gene families. By the use of 656 single-copy orthologs, a phylogenetic tree composed of 10 species was constructed. The present C. serrulata species diverged from Prunus yedoensis ~17.34 million years ago (Mya), while the divergence of C. serrulata and C. avium was estimated to have occurred ∼21.44 Mya. In addition, a total of 148 MADS-box family gene members were identified in C. serrulata, accompanying the loss of the AGL32 subfamily and the expansion of the SVP subfamily. The MYB and WRKY gene families comprising 372 and 66 genes could be divided into seven and eight subfamilies in C. serrulata, respectively, based on clustering analysis. Nine hundred forty-one plant disease-resistance genes (R-genes) were detected by searching C. serrulata within the PRGdb. This research provides high-quality genomic information about C. serrulata as well as insights into the evolutionary history of Cerasus species.