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Korshunov, Ilya A., Natalia N. Shirkova e Maxim S. Miroshnikov. "Export of Continuing Education Programs: Skills and Technology (Case Study of Agricultural Universities)". Integration of Education 23, n.º 4 (31 de dezembro de 2019): 518–40. http://dx.doi.org/10.15507/1991-9468.097.023.201904.518-540.
Resumo:
Introduction. Development of the economy via the introduction of new technologies stimulates the transfer of competencies through the expansion of exports of educational services in various professional sectors. The study of current skills and competences in the agricultural complex was carried out to identify the most competitive educational programs for adults’/continuing education on regional labor markets, which could be successfully exported by Russia to other countries. We also identified innovative educational products required by the agricultural sector in Russia. The purpose of this article is to study the process of implementation of adult/continuing education and training in Russian agricultural universities in international educational markets. Materials and Methods. Results of a questionnaire survey of higher education institutions under the Ministry of Agriculture of the Russian Federation concerning the implementation of short-term continuing educational programs exported to other countries were used here. Content analysis of popular skills was carried out to determine the most competitive strategies of exports to international educational markets (the case of Kazakhstan, Russia, and USA). The study was conducted on regional job search databases. The sampling scope involved above 3,000 current vacancies. Results. Theoretical and empirical results showed that countries purchase more complex skills if there is a demand for them in the country, and their own continuing education programs are not available. The acquisition of such skills is in demand in countries using a similar model of development of this industry. The increase in exports of Russian life-long education programs to international markets can be achieved by the transfer of high technologies in the agro-industrial sector. Potential countries for the export of continuing/ life-long education include those building cultural, political and socio-economical relationships with the Russian Federation. Discussion and Conclusion. This article is useful for heads of adult education departments of universities to determine the most perspective strategies for exporting continuing education services to international markets.
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Saal, Leah Katherine, Takashi Yamashita, Donita M. Shaw e Kristen H. Perry. "An exploration of U.S. adults’ information processing skills and political efficacy". Journal of Adult and Continuing Education 26, n.º 2 (4 de junho de 2019): 178–202. http://dx.doi.org/10.1177/1477971419852750.
Resumo:
As recent debates about the role of social media in election outcomes suggest, understanding the association between information processing skills and political efficacy in the U.S. is a significant inquiry for adult and continuing education. Data from the Programme for the International Assessment of Adult Competencies were used to explore relationships between U.S. participants’ information processing skills and political efficacy. Given the impact of certain demographic characteristics on political efficacy, the study also analyzed whether the relationship between information processing skills and self-reported political efficacy varied across levels of cultural engagement, formal educational attainment, or immigrant status. The results illustrate that higher levels of literacy, numeracy, and problem solving in technology-rich environments are associated with higher political efficacy for U.S. participants. Our research is framed in both cognitive and critical lenses, and we provide implications for practice in adult and continuing education settings.
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Hannon, Paul D. "Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK". International Journal of Entrepreneurship and Innovation 6, n.º 2 (maio de 2005): 105–14. http://dx.doi.org/10.5367/0000000053966876.
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This conceptual paper presents critical thoughts and observations on the recent phenomenon of entrepreneurship education in higher education in the UK. The key challenge the paper emphasizes is the need for greater insight into the conceptual and theoretical development of that phenomenon and a more robust locating of the philosophical foundations of entrepreneurship education within a higher education institution (HEI) adult-learning context. Although concepts and models of entrepreneurship abound, it is difficult to find related concepts and models of entrepreneurship education and, in particular, their underpinning philosophical foundations. Philosophies of adult education have emerged, but there appears to have been no attempt to locate entrepreneurship education within these contextual theoretical paradigms. This is somewhat surprising, as the underpinning philosophy of an educational programme will partially determine the outcomes of the educational process and influence the educational experience. However, this insight may help to explain why, conceptually, entrepreneurship education has mixed meanings and a conflicting discourse. The paper introduces a framework of adult-learning philosophies as a foundation for reflecting and analysing current approaches against philosophical beliefs. The application of the framework leads to a discussion about the potential contrasts and conflicts between underpinning foundations and purpose-in-action. The paper concludes with various perspectives on the building of an emerging robust concept of entrepreneurship education within an HEI adult-learning context.
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Henderson, Richard A., Robert Groves e Sundus Henderson. "The genesis of an Adult Education programme in science". New Directions in the Teaching of Physical Sciences, n.º 2 (1 de dezembro de 2006): 41–44. http://dx.doi.org/10.29311/ndtps.v0i2.432.
Resumo:
Science and technology are now part of our everyday lives, and their impact will undoubtedly continue to grow in ever more sophisticated and subtle ways. Inevitably, this will lead to debates and controversy about the ethics and risks that science brings with it; debates in which the general public should be fully engaged. But many adults inevitably feel alienated from any involvement in such a debate because of their lack of scientific knowledge. There is a very urgent need to engage not only young people but also more mature adults in scientific discussion at levels that are both meaningful and serious. In Newcastle we are developing an adult science education programme which brings together local adult education providers, universities and industry to supply a cohesive series of short events which not only allow adults to learn and engage with contemporary science (and how it impacts on their everyday lives), but also offers the opportunity to progress to more advanced courses leading to formal qualifications. In this article we outline the development of this programme which was greatly assisted by the appointment of an ‘Adult Education Fellow’ (funded by The Higher Education Academy Physical Science Centre). Over the course of one year the Fellow established the consortium, identified what the detailed demand was, prepared the course and raised funds ready for its start in 2006.
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Manuel, Alzira, Domingos Buque e Rosário Quive. "STUDENTS’ PERCEPTIONS ON DISTANCE EDUCATION: A CASE STUDY IN MOZAMBIQUE". Problems of Education in the 21st Century 79, n.º 2 (10 de abril de 2021): 229–40. http://dx.doi.org/10.33225/pec/21.79.229.
Resumo:
Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people’s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student’s performance in DE in the selected higher education institution. Keywords: adult education, distance education, lifelong learning, qualitative research
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Biney, Isaac Kofi. "Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana". Journal of Adult and Continuing Education 26, n.º 2 (26 de julho de 2019): 262–82. http://dx.doi.org/10.1177/1477971419864372.
Resumo:
The advancement in information and communication technology and its application in teaching and learning tools have taken learning to a higher level. Innovations in information and communication technology and its deployment in teaching and learning aid adult learning through the distance education mode. Accra Learning Centre hosts the biggest student population pursuing degree programmes through the distance education mode in Ghana. Simple descriptive statistics were adopted to help build a case for using the qualitative data. A descriptive narrative design was employed for conducting the study which tilts towards the qualitative case study approach to investigate the meanings and experiences adult learners have had when using the Sakai Learning Management System platform. In-depth interviews and focus group discussions were used to collect data from 50 adult learners who participated in the study. Most (80%) of the learners indicated that they faced difficulties, including accessing computers, course materials online, weak link, poor network interface and connectivity, as well as power fluctuations when they started learning with the Sakai Learning Management System, which changed with time. The information and communication technology platform created greater access to self-learning. The study concludes that the information and communication technology laboratories should be refurbished – and equipped with new computer accessories – for an increased access to the Sakai Learning Management System.
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Qaisrani, Ayesha, e Ather Maqsood Ahmed. "Exploring New Pathways to Gender Equality in Education: Does Information and Communication Technology Matter?" NUST Journal of Social Sciences and Humanities 1, n.º 1 (19 de janeiro de 2021): 26–55. http://dx.doi.org/10.51732/njssh.v1i1.2.
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Through the use of the System Generalized Method of Moments Technique, this study aims to establish links between Information and Communication Technologies (ICTs), gender equality in education and economic growth, for segregated levels of education. The study focuses on the decade of 2000-2010 for the case of Lower Middle Income countries. Through simultaneous solution of the models, it is concluded that ICTs do have some potential to promote gender equality but the relationship is not strong enough, either due to lack of relevant statistical data or due to inefficient integration of ICTs into the society. It is, however, deduced that the strongest factor promoting gender equality is the average schooling of adult population. Furthermore, the study finds out that for lower middle income countries, gender equality at lower levels of education plays an important role in economic growth than gender equality in higher education.
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Leedahl, Skye. "Older Learners in Higher Education: Age-Friendly University Models in and Beyond the Classroom (A Collaborative Symposium between the AFU and Intergenerational Learning, Research and Community Engagement Interest Groups)". Innovation in Aging 4, Supplement_1 (1 de dezembro de 2020): 553. http://dx.doi.org/10.1093/geroni/igaa057.1814.
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Abstract The Age-Friendly University (AFU) movement is specifically targeting one group of adult learners who are less represented within higher education -- individuals considered “older adults,” with five of the ten principles focused on promoting educational opportunities for older adult learners. However, there is less understanding within higher education for how to ensure inclusivity of this group. Importantly, some universities across the country have identified promising strategies for engaging older adult learners within higher education classrooms and supporting them beyond the classroom. As this intergenerational learning model continues to grow, there is much to learn from those who have begun efforts to appropriately utilize and engage older adult learners. This symposium will highlight examples from universities that have identified ways to create age-diverse programs within the university setting. The first paper will begin by discussing intergenerational learning opportunities for utilizing older adult learners in innovative ways to enhance university student experiences, and the second paper will specifically highlight successful activities used in a university class to engage older and younger adult learners. The third paper will examine ways in which a university and Osher Lifelong Learning Institute work together and promote research opportunities for both generations. The fourth paper will discuss research conducted to investigate how intergenerational classroom experiences are shaped by older adults. The fifth paper will describe the use of technology training workshops to promote service learning for university students and those in a retirement community. This would be a collaborative symposium between the AFU and ILRCE Interest Groups.
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Imathiu, Samuel. "Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube". Current Research Journal of Social Sciences and Humanities 1, n.º 1 (25 de junho de 2018): 21–28. http://dx.doi.org/10.12944/crjssh.1.1.03.
Resumo:
Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.
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Sufirmansyah, Sufirmansyah. "Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era". Didaktika Religia 6, n.º 2 (15 de fevereiro de 2019): 351–70. http://dx.doi.org/10.30762/didaktika.v6i2.1111.
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This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies.
تبحث هذه المقالة في تفعيل استراتيجيات التعلم الاندروجرافية للتعليم العالي في عصر الاضطراب. إن عصر الاضطراب كأثر للعولمة يتطلب سلامة مثالية للفرد حتى يتمكنوا من عيش حياتهم بشكل جيد. من المتوقع أن يتمكن الطلاب والمتعلمون فى الجامعة من التأويل والعمل حتى يتمكنوا من التعلم بفعالية من أجل مستقبلهم. يتم اختيار نهج نوعية البحث المكتبية من أجل تجميع مختلف المراجع ذات الصلة المتعلقة باستراتيجيات التعلم الاندروجرافية andragogical بطريقة شاملة. استنادًا إلى دراسات من عدة مراجع ، يمكن استنتاج أن الاندروجرافية وثيقة الصلة باحتياجات الطلاب كمتعلمين بالغين. الرغبة في التعلم ، والقدرة على التعلم ، ووسائل التعلم ، والحاجة إلى التعلم تصبح النظر في أهمية مفهوم الاندروجرافية andragogy لاحتياجات الطلاب. من ناحية أخرى ، فإن مبدأ الاندروجرافية هو أيضا تآزري للغاية مع تطوير استقلالية التعلم من المتعلم. أدى تطور عصر سريع للغاية من الاضطراب إلى تغييرات في أنماط التعلم ، من المعلم الذي يركز على الطلاب. يجب أن تؤخذ عملية التعلم الاندروجرافية بعين الاعتبار عن احتياجات المتعلم وبعض جوانب الفردية كالتفرد والإمكانات التي يجب تطويرها. إن الافتراضات التي تكمن وراء استراتيجيات التعلم الاندروجرافية في مؤسسات التعليم العالي هي أن الطلاب يجب أن يفهموا توجههم التعلمي ، وأن يكون لديهم مفهوم ذاتي عن المسؤول ، وأن يتعلموا خبرات حياتهم ، وأن يدركوا استعدادهم للتعلم ، والتعلم بشكل ملموس ، وتعزيز دافعهم الداخلي. يمكن تعظيم الاستفادة من استراتيجيات التعلم الاندروجرافية من خلال دراسة عملية التعلم في السياق ، وزيادة المشاركة في التعلم ، والاستفادة من تقدم العلوم والتكنولوجيا. يجب تحسين الإنترنت كمساعدات تعليمية حتى يتمكن الطلاب من فهم الظروف الحالية للبيئة التي سيواجهونها في العالم الحقيقي. وبالتالي ، يمكن التغلب على متطلبات عصر الاضطراب من خلال تفعيل استراتيجيات التعلم الاندروجرافية.
Artikel ini mengkaji aktualisasi strategi pembelajaran andragogis bagi pendidikan tinggi di era disrupsi. Era disrupsi sebagai efek globalisasi menuntut integritas optimal dari seorang individu agar mereka dapat menjalani kehidupan dengan baik. Mahasiswa sebagai pembelajar dewasa diharapkan mampu memaknai sekaligus menyiasati agar pembelajaran yang mereka lakukan dapat berjalan secara efektif demi masa depan mereka. Pendekatan kualitatif berjenis library research dipilih dalam rangka merangkai berbagai referensi yang relevan terkait dengan strategi pembelajaran andragogis secara holistik. Berdasarkan kajian dari beberapa referensi, dapat disimpulkan bahwa andragogi sangat relevan dengan kebutuhan mahasiswa sebagai pembelajar dewasa. Desire to learn, ability to learn, means to learn, serta need to learn menjadi pertimbangan relevansi konsep andragogi dengan kebutuhan mahasiswa. Di sisi lain, prinsip andragogi juga sangat sinergis dengan pengembangan kemandirian belajar dari seorang pembelajar. Perkembangan era disrupsi yang sangat pesat mendorong perubahan pola pembelajaran, dari teacher centered menju student centered. Proses pembelajaran andragogis harus mempertimbangkan kebutuhan pembelajar serta beberapa aspek individualitasnya sebagai keunikan dan potensi yang harus dikembangkan. Asumsi yang mendasari strategi pembelajaran andragoogis di perguruan tinggi diantaranaya yaitu mahasiswa harus memahami orientasi belajarnya, memiliki konsep diri yang bertanggung jawab, mempelajari pengalaman hidupnya, menyadari kesiapan belajarnya, belajar secara konkret, serta menguatkan motivasi intrinsiknya. Adapun aktualisasi strategi pembelajaran andragogis dapat dimaksimalkan dengan cara mengkaji proses pembelajaran secara kontekstual, meningkatkan partisipasi dalam pembelajaran, serta memanfaatkan kemajuan ilmu pengetahuan dan teknologi. Internet harus dioptimalkan sebagai alat bantu pembelajaran agar mahasiswa dapat memahami kondisi terkini dari lingkungan yang ia akan hadapi di dunia nyata. Dengan demikian, tuntutan era disrupsi dapat diatasi melalui aktualisasi strategi pembelajaran andragogis.
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Bordoloi, Ritimoni. "Transforming and empowering higher education through Open and Distance Learning in India". Asian Association of Open Universities Journal 13, n.º 1 (5 de março de 2018): 24–36. http://dx.doi.org/10.1108/aaouj-11-2017-0037.
Resumo:
Purpose Higher education should bring up the multifaceted development of human resources by promoting the knowledge-enabled population that will bring socio-economic mobility, peace and progress in society. Thus, the educational providers must undertake the duty to impart need-based higher education that makes people educated with a progressive, rational, analytical, and skilful mind. Hence, there is an urgent need to address some basic challenges of higher education such as required educational avenues or institutional set up against the demand of the population, achievements in global learning, providing room for equal access to learning, research on cost benefit analysis, educational innovations and partnership, use of educational technology, quality assurance mechanism, need for adequate funds for the expansion of higher education, and so on. Once these challenges are addressed, transformation of the society can be a reality, and Open and Distance Learning (ODL) system is one of the most viable ways for transforming a country like India. The paper aims to discuss these issues. Design/methodology/approach For this study, descriptive research methodology has been used, and analysis has been done based on the data extracted from the secondary sources of information such as Census of India 2011; India Human Development Report 2011; Human Development Report 2014, 2015; Economic Survey 2015-2016; NFHS-I, II, III and IV; Report of 11th Five Years Plan; 12th FYP; Annual Report 2015-16, MHRD; Annual Report of NSS, 2016, etc. Findings ODL can be raised as an alternative way for making education accessible and for providing scope for skill-based education at a minimum cost. In fact, ODL, in particular, can play a significant role in transforming and empowering the vibrant adult population of a country like India into productive human resources by providing need-based training and equipping them with need-based skills, which are necessary for maintaining a decent standard of living. Social implications Through this paper, it could be realised how ODL provides the opportunity of education to a large section of people in the society irrespective of sex and age, and how ODL has made the people capable with basic and essential kills which are necessary for maintaining a decent standard of living. Originality/value ODL could be a most viable option to mobilise the higher education system in India. This paper helps to contextualise ODL in empowering and transforming society, and the finding, and discussions have been made with reference to the various initiatives taken in the field of skill-based education through ODL in a country like India.
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Aker, Jenny C., Christopher Ksoll e Travis J. Lybbert. "Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger". American Economic Journal: Applied Economics 4, n.º 4 (1 de outubro de 2012): 94–120. http://dx.doi.org/10.1257/app.4.4.94.
Resumo:
The returns to educational investments hinge on whether such investments can improve the quality and persistence of educational gains. We report the results from a randomized evaluation of an adult education program in Niger, in which some students learned how to use simple mobile phones (Project ABC). Students in ABC villages achieved test scores that were 0.19–0.26 standard deviations higher than those in standard adult education classes, and standardized math test scores remained higher seven months after the end of classes. These results suggest that simple information technology can be harnessed to improve educational outcomes among rural populations. (JEL D83, I21, O15, O33)
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Beqiri, Theranda, e Ibish Mazreku. "Lifelong Learning, Training and Development Employee’s Perspective". Journal of Educational and Social Research 10, n.º 2 (10 de março de 2020): 94. http://dx.doi.org/10.36941/jesr-2020-0029.
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In this paper authors are aiming to explore the level of perception on the topic of trainings from employees’ perspective, as well as learning and development of employees after they reached the labor market and their impact in human capital. To stay competitive and survive in job market it is suggested to acquire higher and broader skills and competencies. To achieve this, it is necessary to use training and development as a function of Human Resources Management. Therefore, the main purpose of this paper is to identify the impact of training and development and the concept of lifelong learning. For this research 450 questionnaires were used with the public and private institutions regarding the level of trainings they have participated. The importance of trainings increases with technological changes and information technology, globalization and a lot of other factors have their impact in importance of continuing adult education and lifelong learning. In this paper will be explored also what training practices represent as a key component in human resource management. Where from our findings we can say that most of the trainings in Kosovo are on job trainings, with highest level of participants in the age from 21- 35, this age group uses trainings for learning, age group of 36 -50 years use trainings mostly for sharing information’s, while age group 51-65 years, use mostly trainings for learning and sharing information, they also have the highest level of using trainings for development. Most of the employees find trainings as compulsory for achieving better skills, compulsory trainings are positively correlated with on job training Pearson Correlation 0.83 which is significant .000 at the 0.01 level (2-tailed) from the descriptive data we can find that depending on the age group and education level Information technology trainings have different results. Employees with higher education have less interest in Information Technology trainings compared to employees with lower levels of education. So, in general, this research aims to give a clear description of employees’ perspective regarding trainings as on job trainings, IT trainings, and their transfer of trainings to the job market some of employees use it for learning, some employees for sharing information and some for further professional development.
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Belland, Brian R., Andrew E. Walker, Nam Ju Kim e Mason Lefler. "Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education". Review of Educational Research 87, n.º 2 (11 de outubro de 2016): 309–44. http://dx.doi.org/10.3102/0034654316670999.
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Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula. Results of our random effect meta-analysis (a) indicate that computer-based scaffolding showed a consistently positive (ḡ = 0.46) effect on cognitive outcomes across various contexts of use, scaffolding characteristics, and levels of assessment and (b) shed light on many scaffolding debates, including the roles of customization (i.e., fading and adding) and context-specific support. Specifically, scaffolding’s influence on cognitive outcomes did not vary on the basis of context-specificity, presence or absence of scaffolding change, and logic by which scaffolding change is implemented. Scaffolding’s influence was greatest when measured at the principles level and among adult learners. Still scaffolding’s effect was substantial and significantly greater than zero across all age groups and assessment levels. These results suggest that scaffolding is a highly effective intervention across levels of different characteristics and can largely be designed in many different ways while still being highly effective.
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Rooyen, Hannelie Van. "Using Electronic Interaction as an Educational Support Tool in Higher Education: Students’ Perception on using M-Learning and the Lecturers’ Reflections". Journal of Education and Vocational Research 5, n.º 2 (30 de junho de 2014): 33–42. http://dx.doi.org/10.22610/jevr.v5i2.150.
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Teaching and learning in higher education must be transformed to give support to the new generation of “digital native†students. Students depend on their mobile phones to do almost everything. The purpose of this research is to determine the perception of students on using mobile phones as an educational supporting tool and discusses higher education challenges and benefits of using electronic communication as an educational supporting tool. Most students use their mobile phones daily and they enjoy the technology that mobile phones offer them. The research was conducted at Vaal University of Technology (VUT) Ekurhuleni Campus. The findings of the research indicate that electronic communication will have a positive impact. Currently, more students have access to mobile phones than computers. Mobile phones can thus be considered an enabling technology in supporting learning and teaching. This research has provided a basis for VUT and other higher learning institutions’ academic leaders to start the discussion and the possibility of introducing the use of m-learning in adult education. With the increasing use of electronic communication, the traditional teaching approach and interaction between the lecturer and student(s) is changing and the adoption of friendly electronic communication has become more important.
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Jonassaint, Jude, e Laura M. De Castro. "Information Technology Use by Patients with Hemoglobinopathies". Blood 120, n.º 21 (16 de novembro de 2012): 4698. http://dx.doi.org/10.1182/blood.v120.21.4698.4698.
Resumo:
Abstract Abstract 4698 Introduction: Information technology (IT) in general, and mobile technology in particular, is increasingly used in health care management. Mobile health tools have the potential to increase health care quality, reduce disease burden among individuals and health communities alike, as well as reduce healthcare disparities. Currently, there is a lack of data about ability and interest of patients with hemoglobinopathies, especially sickle cell disease (SCD) and thalassemia (Thal), to use IT interventions as part of their heath care management. This study was designed to ascertain the current use of IT, particularly mobile technology, in adult patients with hemoglobinopathies, as well as readiness to use mobile and other IT devices in the management of their disease. To do so, we sought to measure the ownership and use of IT devices (computers, mobile phones, and tablets) in a predominantly SCD population and the comfort level in using those devices to communicate socially and with health providers via text messages, emails, social media, or chat rooms. The study goal was to gather data pertinent to the potential use of mobile technology in clinical care, patient or provider education, and research interventions. Methods: The study consisted of a questionnaire-based telephone survey gathering patients' demographics and current use of IT, particularly mobile technology. Patients were also asked to rate their comfort level with computers and smartphones (0: not comfortable to 10: extremely comfortable) and their level of interest in the use of mobile devices for health care management. Using an IRB approved protocol, patients were randomly selected from the list of all patients that received care at the center in the preceding two years. Results: One hundred adult patients with hemoglobinopathy and longitudinal follow-up at the outpatient clinic were enrolled. All patients approached agreed to participate. More than 95% of patients had SCD; the rest had thalassemia or other hemoglobin variants. Fifty-seven percent were female. Forty percent were 18–34 years old, 34% were 35–50 years old, and 25% were older than 50 years. Ten percent (10%) of patients reported not having a high school diploma (HS-dip), 36% had a HS-dip without further education, 48% were college graduates, or had attended some college, and 6% were attending graduate school, or had achieved an advance degree. These four groups were regrouped into two (HS-dip or less vs. attended or graduated from college) for analysis. Eighty-four percent (84%) reported owning a computer device, i.e. desktops, laptops, tablets, iPads. Ninety-two percent (92%) reported having a mobile phone. Modes of communication were examined by age and education level. For all age and education groups, texting and emailing were preferred over social media, and particularly chat rooms (p<.0001), Figures A and C. The older age group reported lower comfort levels with texting (p=.0008) and using social network (p=.01) than did younger groups (18–34 and 35–49), Figure A. Similarly, The older age group reported lower comfort levels with using computers (p=.02) and smartphones (p=.003) to communicate with providers than did the younger groups, Figure B. There were no statistical differences in the comfort level for communication with provider by education groups, except for higher comfort level communicating by computer for those with higher education level (p=.01). Gender was not associated with differences in comfort level for any of the parameters studied. Conclusion: This study suggests the feasibility of appropriate disease-specific health information technology (HIT) solutions for SCD clinical care, patient education, and patient-oriented research interventions Disclosures: No relevant conflicts of interest to declare.
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Mois, George, Tiffany R. Washington e Jenay M. Beer. "THE INFLUENCE OF TECHNOLOGY ON QUALITY OF LIFE AND AGING IN PLACE". Innovation in Aging 3, Supplement_1 (novembro de 2019): S330. http://dx.doi.org/10.1093/geroni/igz038.1201.
Resumo:
Abstract Many of the challenges that often accompany longevity can affect older adults’ quality of life (QOL). Adoption of an assistive technology ecosystem presents the potential to alleviate these challenges and improve QOL. An assistive technology ecosystem refers to the use of multiple assistive technologies to address a set of challenges affecting single or multiple characteristics of older adults’ QOL. However, little is known how technology can influence characteristics of older adult’s QOL. The purpose of this study was to investigate how using technology can improve older adults QOL. Data from the 2016 wave of the National Health and Aging Trends Study (NHATS) were analyzed using four logistic regression models. The sample included are older adults age 65+ (N=5,488). The dependent variables used in this study were QOL indicators such as self-confidence, continue improving life, likes living arrangement, and self-determination. The variables used to measure technology included computer, cell phone, tablet, and internet use. Older adults who used the internet had significantly higher odds of reporting self-determination (OR=1.68), like living arrangement (OR= 1.97) and continue improving life. Tablet users had significantly higher odds of continuing to improve their life (OR= 1.249) and increased self-determination (OR= 1.174). Cellphone users had significantly higher odds of having self-confidence (OR= 2.814). These findings support the need for a network of resources accessed through an ecosystem of technologies to address the challenges encountered by older adults aging in place. This study’s findings can inform technology education programs, interventions, and assist with the development of support networks.
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Muñoz de Bustillo Llorente, Rafael, Sudipa Sarkar, Raquel Sebastian e Jose-Ignacio Antón. "Educational mismatch in Europe at the turn of the century". International Journal of Manpower 39, n.º 8 (5 de novembro de 2018): 977–95. http://dx.doi.org/10.1108/ijm-10-2018-0327.
Resumo:
Purpose The purpose of this paper is to present the stylised facts of over-education among European graduates over time (1998–2013), paying special attention to the measurement issues. Design/methodology/approach The authors use two different sources, the Programme for the International Assessment of Adult Competencies 2012, and the European Union Labour Force Survey 1998–2013, with two different aims. The authors employ the first one to make a detailed analysis of the different forms of measuring over-education and its implications in terms of the result obtained. The analysis of the second one responds to studying the evolution and characteristics of over-education in Europe. Findings In the first place, the paper provides evidence of the high level of sensitivity of the level of measured over-education to the type of methodology used. Such difference is even higher when the authors focus on skills vs educational mismatch. The work also shows how with all their shortcomings, the measures of over-education used in the analysis point to the existence of convergence in over-education levels among the European countries of the sample (only interrupted by the crisis), in a context of reduction of over-education rates in many countries. Practical implications Researchers should be particularly careful when estimating over-education, because of the strong implications in terms of the so different results obtained when choosing between competing methods. Originality/value The analysis abounds in the implications of the use of different methodologies of estimating over-education in terms of both size and ranking among European countries. The production of long-run and updated estimates of over-education for a large sample of countries is done using a homogenous database and different estimation methods.
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Nurwanti, Esti, e Chyi-Huey Bai. "Increased Gut Microbiota-Dependent Trimethylamine-N-Oxide and Body Mass Index Associated With Metabolic Syndrome Risk in a Community-Dwelling Elders". Current Developments in Nutrition 5, Supplement_2 (junho de 2021): 171. http://dx.doi.org/10.1093/cdn/nzab035_079.
Resumo:
Abstract Objectives In this cross-sectional community-based study, we explored the relationship between TMAO and BMI with metabolic syndrome among middle-aged and elderly adults in Taiwan. Methods Population in this study were from a cross-sectional, community-based study in northern Taipei City, Taiwan. Eighty-six adults subject aged over 40 years (men and women) were enrolled. All subjects live near the Shin Kong Hospital. Body mass index (BMI) calculated based on body height and weight data. TMAO measured by enzyme-linked immunosorbent assay (ELISA) according to the manufactory's instruction. Metabolic syndrome was defined based on the 2005 revised National Cholesterol Education Program Adult Treatment Panel III (NCEP ATP III). The logistic regression, odds ratios (OR) and 95% confidence intervals (CIs) were calculated. Results This study reported that the metabolic syndrome group had higher TMAO levels (17.62 ng/mL) compare to participants without metabolic syndrome. In a multiple logistic regression, after adjusted with age, gender, weekly red meat consumption, log Hs-CRP, log choline, l-carnitine, and total body fat percentage, TMAO (adjusted OR = 5.89, 95% CI: 1.08–32.37) and BMI (adjusted OR = 1.39, 95% CI: 1.08–1.79) were more likely to increase metabolic syndrome risk. Conclusions TMAO and BMI have roles in increasing metabolic syndrome risk. TMAO associated with higher OR of metabolic syndrome than BMI. Therefore, these findings showed that TMAO is a potential biomarker to predict metabolic syndrome risk in middle-aged and elderly adults in Taiwan. Funding Sources Indonesia Endowment Fund for Education (LPDP-BUDI LN), the Ministry of Finance, and the Ministry of Research Technology Higher Education, Republic of Indonesia.
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Kılınç, Hakan, Hakan Altınpulluk e Mehmet Fırat. "Evaluation of Open and Distance Learners' Views on Employment". Yuksekogretim Dergisi 11, n.º 2Pt2 (31 de agosto de 2021): 461–72. http://dx.doi.org/10.2399/yod.21.733689.
Resumo:
The rise in youth unemployment rates across the world is considered as an important problem. Higher education institutions tasked with raising the human profile needed for various business sectors are undergoing a digital transformation, supported by digital technology. The focus of this digital transformation is open and distance learning. Open and distance learning is becoming increasingly important, and is becoming an effective way to access the most up-to-date information, especially for working adult individuals. Open and distance learning, which covers mass education activities, reach more people than face-to-face education by its nature and so it produces more graduates. This important feature of open and distance learning necessitates studies to reveal the employment status of graduates in different countries. Using the basic qualitative model, this study aims to examine open and distance learners' views on employment. Thus, the employment-related views of 92 open and distance learning graduates from Anadolu University in Turkey, Open University in UK, and Indira Gandhi National Open University in India were analyzed. The themes obtained through content analysis were peer views, expectations for employment, gaining prestige after graduation, career planning, increasing diversity in the business sectors of open education, and the need for experience for employment. The study is concluded with suggestions for both application and research.
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Laborda, Jesús Garcia. "EDITORIAL". New Trends and Issues Proceedings on Humanities and Social Sciences 6, n.º 7 (31 de dezembro de 2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.
Resumo:
It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Guest Editors
Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Baskan, Gulsun Atanur. "Editor message". Contemporary Educational Researches Journal 7, n.º 2 (27 de julho de 2017): 44. http://dx.doi.org/10.18844/cerj.v7i2.2035.
Resumo:
Dear Readers,
It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.
Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
The comparison of elementary teacher training policies in the United Kingdom and Turkish Republic of Northern Cyprus, teacher candidates’ views on the use of concept cartoon in science and technology teaching courses, learner differences and language learning strategies, national values of students in Lithuania and development of the idea of an innovative school in Latvia topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Gulsun Atanur Baskan
Editor – in Chief
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Ehlers, V. J. "Visit to the National University, San Diego, USA: 30 July 1999". Health SA Gesondheid 5, n.º 1 (23 de outubro de 2000): 64–66. http://dx.doi.org/10.4102/hsag.v5i1.23.
Resumo:
The National University was founded in 1971 as an independent, non-profit institution of higher learning, focusing on the unique needs of midcareer adult learners, who are not seeking traditional residential university programmes. According to its information brochure, the National University is the third largest private university in California. More than 60 000 students had completed their studies in the arts and sciences, business, education, human services, nursing and technology at the beginning of 1999.
*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Al-Maawali, Wafa. "Affordances in Educational Technology: Perceptions of Teachers and Students in Oman". Journal of Information Technology Education: Research 19 (2020): 931–52. http://dx.doi.org/10.28945/4662.
Resumo:
Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated from the interactional possibilities created by teachers. The extent to which teachers can create opportunities to address their students’ needs, while effectively conveying the value of these opportunities to their students, is likely to impact on how well these affordances for learning and collaboration are utilised. Methodology: A survey that includes two questionnaires was used. The questionnaires were circulated to 102 teachers and their 354 adult students in six higher education institutions in Oman. The questionnaires were analysed by SPSS Amos v20 for statistical measures such as mean, standard deviation, and correlation. Contribution: The study contributes to the field of e-learning because it demonstrates that the affordances offered by teachers for e-learning have an impact on the possibilities for students to engage. Both affordances were found to be highly correlated statistically. Further, teachers were found to primarily use the lowest level of engagement for online tasks, requiring low levels of cognitive challenge and social involvement from the learner. Findings: The results indicate a low to medium level of self-directed learning that significantly correlates with perceptions of teaching possibilities for learning interactions. Recommendations for Practitioners: Teachers are encouraged to vary approaches to student engagement in online teaching materials such as enhancement, additional engagement opportunities, and extension so that students are encouraged to use different cognitive abilities and capabilities to engage in social interactions. Impact on Society: This study presents a strong recommendation with regards to extending the online affordances towards social interactions of learning beyond the boundary of the classroom. Future Research: Further studies on e-heutagogy and affordances of both teachers and students are needed. The effect of teachers created opportunities on students learning actions is an area that grants further investigation.
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Asunka, Stephen. "“We Had a Blast!”". International Journal of Mobile and Blended Learning 9, n.º 3 (julho de 2017): 37–53. http://dx.doi.org/10.4018/ijmbl.2017070104.
Resumo:
As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as well as their perceptions towards blended learning in general. Forty-eight graduate students participated in the study as they engaged in a six-week long blended learning course. Qualitative research methods were used to gather data which were analysed using grounded theory coding techniques, descriptive statistics and content analysis. Findings reveal high levels of student engagement and satisfaction with the learning processes, and an overwhelming endorsement of blended learning as a preferred mode of learning. Implications of these findings for further research and practice are discussed within the context of technology adoption and use in the Ghanaian and Sub-Saharan African higher education contexts.
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Derynda, Brittany, Mary Goodyear, Jade Kushner e Nicole Cook. "Technology Adoption Among Seniors During COVID-19 Pandemic Impacts Mental Health and Feelings of Companionship". Innovation in Aging 4, Supplement_1 (1 de dezembro de 2020): 965. http://dx.doi.org/10.1093/geroni/igaa057.3526.
Resumo:
Abstract Social isolation and lack of companionship, exacerbated by COVID-19 “stay at home” orders, has been an ongoing concern among seniors in the US. Among other strategies, Lifelong Learning Institutes (LLIs) were created to support continuing education for older adults. These programs bring seniors together to encourage engagement through lectures, art and fitness classes in a common space. LLI in South Florida adapted to COVID-19 “stay at home” orders by moving all programming online in March 2020. In May 2020 LLI members, faculty and students designed a research study to understand the experience of LLI members with social isolation and companionship prior to, and during, “stay at home” orders. Responses included 127 members (mean age 75.5). Respondents reported significantly lower social isolation (p<.01) and lack of companionship (p<.01) as a result of “stay at home”. Interestingly, social isolation had no significant explanatory variables. However, significant results (p<.05) showed that seniors who isolated alone were 6.7 times more likely to lack companionship compared to those who isolated with a friend or spouse; seniors who reported they are not tech savvy were 8.3 times more likely to lack companionship compared to those who reported they are tech savvy; and that for every additional day of poor mental health respondents had a 1.15 higher odds of lacking companionship. These results underscore the importance of technology adoption among seniors during times of social isolation and the positive impact this can have on companionship and mental health.
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Jeya Gowri, K., e M. Ilankumaran. "Application of Theories, Techniques, Methods and Approaches to Develop Second Language Skills-a Study Based on Transition From Schooling to College". International Journal of Engineering & Technology 7, n.º 3.6 (4 de julho de 2018): 210. http://dx.doi.org/10.14419/ijet.v7i3.6.14972.
Resumo:
English is not just an official language in India, but also the language of mediation, higher education, science and technology. It is stated that India follows an improper curriculum pattern which is clear in the case of English language teaching, because the concept is failure in attaining the supreme result over the proficiency in language. Therefore, English Language Teaching and Learning in India is considered to be low in quality, according to the Indian Educational System. This hindrance can be ignored through proper curriculum pattern. The objective of this paper is to identify the connection between behaviour, anxiety and enthusiasm of high school and tertiary level students in learning English and obtaining the proficiency in second language skills. Second Language Learners fail to acquire the basic verbal skills from the school level. For the positive transition from the tertiary to the college, there should be a strong motivation from the side of education system as well as the people around the students. According to Vincent Tinto there are three stages that the students encounter in their academic life, they are separation, transition and incorporation. The paper also explores the transition period of the students psychologically, and offers remedial measures to come out of the confusion. It explores the theories, techniques, methods and approaches for imparting the second language skills during the transitional period of the students. The education system, adult learning and transition theories, problems and challenges have also been discussed in the paper.
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Ochola, Elizabeth Auma, Dorothy Omollo e Norbert Basweti. "Adult Learners’ Perceptions Of Using Social Networking Tools In Their Learning Processes". International Journal for Innovation Education and Research 4, n.º 2 (29 de fevereiro de 2016): 64–70. http://dx.doi.org/10.31686/ijier.vol4.iss2.518.
Resumo:
Social networks are increasingly gaining importance in higher education by offering learners opportunity to virtually interact with colleagues and lecturers. The ability to leverage Social Networking Sites (SNS) for meaningful learning activities has the potential to benefit the modern adult learner who has to balance a career, family obligations, and the goals of attending college. This paper is a case study that highlights the use of Google Plus and Whatsup in the learning processes of MBA students at the University of Nairobi. The participants of this study were drawn from the MBA evening class of 500 students between ages 19 and49 years. The research used a single quantitative and qualitative case study approach to explore the benefits associated with incorporating social networking functionalities within an adult’s learning experience; the preferred social networking sites and why? Adult learners experiences in utilizing social networking services; the pros and cons of using the social networks in learning. The findings reveal positive uptake with a few challenges including: computer illiteracy, resistance to new technology, concerns for privacy and information overload from lecturers’ posts.
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Jotham, Richard W., Margaret M. Ellis e Priscilla A. Lamerton. "The NewLink Project Information technology training and community enterprise: an innovative adult education programme to build accessible pyramids of access to higher education in the East Midlands for people with a disability (or related disadvantage). Part 1. Description of NewLink Project courses and activities". International Journal of Lifelong Education 15, n.º 1 (janeiro de 1996): 2–18. http://dx.doi.org/10.1080/0260137960150102.
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Muellenbach, Joanne M. "Focused Bedside Education May Improve Engagement of Hospitalized Patients with Their Patient Portals". Evidence Based Library and Information Practice 15, n.º 1 (13 de março de 2020): 251–53. http://dx.doi.org/10.18438/eblip29671.
Resumo:
A Review of:
Greysen, S.R., Harrison, J.D., Rareshide, C., Magan, Y., Seghal, N., Rosenthal, J., Jacolbia, R., & Auerbach, A.D. (2018). A randomized controlled trial to improve engagement of hospitalized patients with their patient portals. Journal of the American Medical Informatics Association, 25(12), 1626-1633. https://doi.org/10.1093/jamia/ocy125
Abstract
Objectives – To study hospitalized patients who were provided with tablet computers and the extent to which having access to these computers increased their patient portal engagement during hospitalization and following their discharge.
Design – Prospective, randomized controlled trial (RCT) within a larger, observational study of patient engagement in discharge planning.
Setting – A large, academic medical centre in the Western United States of America.
Subjects – Of a total of 250 potential subjects from a larger observational study, 137 declined to participate in this one; of the remaining 113 subjects, 16 were unable to access the patient portal, leaving 97 adult (18 years of age or older) patients in the final group. All subjects (50 intervention and 47 control) were randomized but not blinded, had been admitted to medical service, and spoke English. In addition, all participants were supplied with tablet computers for one day during their inpatient stay and were provided with limited assistance to the portal registration and login process as needed. They were also required to have access to a tablet or home computer when discharged.
Methods – The intervention group participants received focused bedside structured education by trained research assistants (RAs) who demonstrated portal key functions and explained the importance of these functions for their upcoming transition to post-discharge care. Following enrolment and consent, RAs administered a brief pre-study survey to assess baseline technology use. Then, at the end of the observation day, the RAs performed a debrief interview in which participants were asked to demonstrate their ability to perform key portal tasks. The RAs recorded which tasks were accomplished or if the RAs had provided assistance. Patient demographics and clinical information were obtained from the Electronic Health Record (EHR).
Main results – Of the 97 patients who were enrolled in the RCT, 57% logged into their portals at least once within seven days of their discharge. The mean number of logins and specific portal tasks performed was higher for the intervention group than for the control group. In addition, while in the hospital, the intervention group was better able to log in and navigate the portal. Only one specific portal task reached statistical significance—the use of the tab for viewing the messaging interaction with the provider. The time needed to deliver the intervention was brief—less than 15 minutes for 80% of participants. The intervention group’s overall satisfaction with the bedside tablet to access the portal was high.
Conclusion – Data analysis revealed that the bedside tablet educational intervention succeeded in increasing patient engagement in the use of the patient portal, both during hospitalization and following discharge. As the interest and demand for patient access to EHRs increases among patients, caregivers, and healthcare providers, more rigorous studies will be needed to guide the implementation of patient portals during and after hospitalization.
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Zebrack, Brad, e Sinéad Isaacson. "Psychosocial Care of Adolescent and Young Adult Patients With Cancer and Survivors". Journal of Clinical Oncology 30, n.º 11 (10 de abril de 2012): 1221–26. http://dx.doi.org/10.1200/jco.2011.39.5467.
Resumo:
The delivery of quality care for adolescent and young adult (AYA) patients with cancer and survivors requires an understanding of the unique qualities of this group—the shared norms, attitudes, and beliefs that determine their behavior as well as the unique stresses they face on a day-to-day basis. All AYAs have typical concerns about being comfortable with who they are and who they want to become (identity development, including sexual identity), their bodies (body image), initiating intimate and emotional relationships, separating from parents, and making independent decisions about future goals such as career, higher education, and/or family (autonomy). Yet efforts of AYA patients with cancer and survivors to mature are often confounded by restrictions and limitations placed on them by their disease and treatment. This article promotes understanding of psychosocial challenges faced by AYAs when diagnosed with and treated for cancer. It reviews evidence-based psychosocial support interventions for AYAs with cancer and other life-threatening or chronic diseases, particularly the positive effects of peer support, technology-based interventions, and skill-based interventions. The article concludes with recommendations for clinical care that are intended to promote the ability of AYAs to cope with cancer.
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DIMRI, NAVNEET, e PRADEEP CHAUDHRY. "Cash-Heavy to Cash-Lite Indian Society: A Case Study From the Rural Northern Indian State". Current Research Journal of Social Sciences and Humanities 1, n.º 2 (25 de dezembro de 2018): 80–87. http://dx.doi.org/10.12944/crjssh.1.2.05.
Resumo:
The country needs to move away from cash-based transaction towards a cashless (electronic) payment system to help reduce currency management cost, track transactions, check tax avoidance, fraud etc., enhance financial inclusion and integrate the parallel economy with main stream. India has a majority percentage of population residing in rural areas and by and large, literary percentage is low in spite of adult education program launched by the government. Higher rural population, late adoption of technology by the country, lack of awareness among potential users, optimum utilization of technology in hand, optimum marketing of e-delivery channels and security concern in use of e-delivery banking channels are some major issues causing hindrance in converting cash rich Indian society to cash lite one. The present article deals with issues by way of presenting some key challenges noticed during survey in rural areas of Uttar Pradesh state of India.
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Long, Huey B. "Continuing Higher Education Research Futures: A Delphi Study of Professors of Adult Education". Journal of Continuing Higher Education 39, n.º 2 (abril de 1991): 29–35. http://dx.doi.org/10.1080/07377366.1991.10400813.
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Brett∗, Kevin. "The Organisation of Adult and Continuing Education in the British Higher Education Sector". Journal of Tertiary Education Administration 9, n.º 1 (maio de 1987): 65–75. http://dx.doi.org/10.1080/0157603870090105.
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Maree, Prof Dr Kobus. "Message from Editor". Global Journal of Guidance and Counseling in Schools: Current Perspectives 6, n.º 2 (20 de novembro de 2016): 29. http://dx.doi.org/10.18844/gjgc.v6i2.1212.
Resumo:
Dear Readers,It is the great honor for us to publish sixth volume, first issue of Global Journal of Guidance and Counseling: Current Perspectives.Global Journal of Guidance and Counseling: Current Perspectives welcomes original empirical investigations and comprehensive literature review articles focusing on current issues related with the area of guidance and counselling. The journal is published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on guidance and counseling in an international arena.The scope of the journal includes, but is not limited to the following major areas as they relate to guidance and counseling; child and adolescent counseling, adult and elder counseling, family counseling, school counseling, higher education counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education and occupational issues, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance and special education.Problems of parents who have children needing special education, computerized system of pedagogical orientation and relationship between resilience, life satisfaction and general self-efficacy topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume. A total number of ten (10) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of three (3) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Kobus MareeEditor – in Chief
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Brunette, Mary F., Joelle C. Ferron, Susan R. McGurk, Jill M. Williams, Amy Harrington, Timothy Devitt e Haiyi Xie. "Brief, Web-Based Interventions to Motivate Smokers With Schizophrenia: Randomized Trial". JMIR Mental Health 7, n.º 2 (8 de fevereiro de 2020): e16524. http://dx.doi.org/10.2196/16524.
Resumo:
Background In-person motivational interventions increase engagement with evidence-based cessation treatments among smokers with schizophrenia, but access to such interventions can be limited because of workforce shortages and competing demands in mental health clinics. The use of digital technology to deliver interventions can increase access, but cognitive impairments in schizophrenia may impede the use of standard digital interventions. We developed an interactive, multimedia, digital motivational decision support system for smokers with schizophrenia (Let’s Talk About Smoking). We also digitalized a standard educational pamphlet from the National Cancer Institute (NCI Education). Both were tailored to reduce cognitive load during use. Objective We conducted a randomized trial of Let’s Talk About Smoking versus NCI Education to test whether the interactive motivational intervention was more effective and more appealing than the static educational intervention for increasing use of smoking cessation treatment, quit attempts, and abstinence among smokers with schizophrenia, accounting for the level of cognitive functioning. Methods Adult smokers with schizophrenia (n=162) were enrolled in the study from 2014 to 2015, randomly assigned to intervention condition, and assessed in person at 3- and 6-month follow-ups. Interventions were delivered on a laptop computer in a single session. All participants had access to standard, community-delivered cessation treatments during follow-up. Multivariate models were used to evaluate outcomes. Results Treatment initiation outcomes were not different between intervention conditions (27/84 [32%] for Let’s Talk About Smoking vs 36/78 [46%] for NCI Education; odds ratio [OR] 0.71 [95% CI 0.37-1.33]); 38.9% (63/162) of participants initiated treatment. Older age (OR 1.03 [95% CI 1.00-1.07]; P=.05), higher education (OR 1.21 [95% CI 1.04-1.41]; P=.03), and fewer positive symptoms (OR 0.87 [95% CI 0.80-0.96]; P=.01) predicted cessation treatment initiation, whereas level of cognition did not. The mean satisfaction and usability index score was higher for Let’s Talk About Smoking versus NCI Education (8.9 [SD 1.3] vs 8.3 [SD 2.1]; t120.7=2.0; P=.045). Quit attempts (25/84, 30% vs 36/78, 46%; estimate [Est]=−0.093, SE 0.48; P=.85) and abstinence (1/84, 1% vs 6/78, 7%; χ21=3.4; P=.07) were not significantly different between intervention conditions. Cognitive functioning at baseline (Est=1.47, SE 0.47; P=.002) and use of any behavioral or medication cessation treatment (Est=1.43, SE 0.47; P=.003) predicted quit attempts with self-reported abstinence over the 6-month follow-up. Conclusions The interactive, multimedia intervention was not more effective than the static, text-based intervention among smokers with schizophrenia. Both tailored digital interventions resulted in levels of treatment engagement and quit attempts that were similar to findings from previous studies of in-person interventions, confirming the potential role of digital interventions to educate and motivate smokers with schizophrenia to use cessation treatment and to quit smoking. These findings indicate that additional cessation treatment is needed after brief education or motivational interventions, and that cessation treatment should be adjusted for people with cognitive impairment. Trial Registration ClinicalTrials.gov NCT02086162; https://clinicaltrials.gov/show/NCT02086162.
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Saulsberry, Anjelica C., Jason R. Hodges, Audrey Cole, Jerlym S. Porter e Jane Hankins. "Web-Based Technology to Improve Disease Knowledge Among Adolescents With Sickle Cell Disease: Pilot Study". JMIR Pediatrics and Parenting 3, n.º 1 (7 de janeiro de 2020): e15093. http://dx.doi.org/10.2196/15093.
Resumo:
Background Advancements in treatment have contributed to increased survivorship among children with sickle cell disease (SCD). Increased transition readiness, encompassing disease knowledge and self-management skills before transfer to adult care, is necessary to ensure optimal health outcomes. The Sickle Cell Transition E-Learning Program (STEP) is a public, Web-based, 6-module tool designed to increase transition readiness for youth with SCD. Objective The objective of our study was to investigate the participation rate of youth with SCD in STEP and its association with transition readiness. Methods This was a single-center, Institution Review Board–approved, retrospective cohort review. A total of 183 youths with SCD, aged between 12 and 15 years, were offered STEP as an adjunct to in-clinic disease education sessions. Participation rate (number of patients who used at least one STEP module divided by those approached) was calculated. The association among the number of STEP modules completed, disease knowledge, and self-management was explored. Results Overall, 53 of the 183 approached adolescents completed at least one STEP module, yielding a participation rate in STEP of 29.0%. Of the 53 participants, 37 and 39 adolescents had disease knowledge and self-management confidence rating available, respectively. A positive correlation (r=0.47) was found between the number of STEP modules completed and disease knowledge scores (P=.003). No association was found between the number of modules completed and self-management confidence ratings. Disease knowledge scores were significantly higher among participants who completed ≥3 STEP modules compared with those who completed <3 STEP modules (U=149.00; P=.007). Conclusions Improvement in disease knowledge in adolescence is critical to ensure the youth’s ability to self-care during the period of transition to adult care. Despite low participation, the cumulative exposure to the STEP program suggested greater promotion of disease knowledge among adolescents with SCD before transfer to adult care.
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Yoon, Jiyoung, Eun Jung Hur e Minsun Kim. "An Analysis of the Factors on the Problem-Solving Competencies of Engineering Employees in Korea". Sustainability 12, n.º 4 (24 de fevereiro de 2020): 1677. http://dx.doi.org/10.3390/su12041677.
Resumo:
The purpose of this study is to analyze the effect of the factors on the problem-solving competency of engineering graduates. To this end, we use the 2016 Korean survey data among the Program for the International Assessment of Adult Competencies (PIAAC) survey data conducted by the Organization for Economic Co-operation and Development (OECD). In summary of the study’s major results, older people and females have lower problem-solving competencies (Model 1); higher literacy and numeracy competencies lead to higher problem-solving competencies (Model 2); and those with more experiences of sharing work-related information have higher problem-solving competencies. However, those who give more presentations have lower problem-solving competencies (Model 3), and those who make frequent use of Information and Communications Technology (ICT) to send or receive e-mails or conduct real-time discussions have higher problem-solving competencies (Model 4). These results present implications from the two perspectives of “sustainability” and “integration.” Sustainability is further classified into the following two perspectives: (1) sustainability from the longitudinal viewpoint of middle school, high school, and then job education, and (2) sustainability from the cross-sectional perspective of sustainable organization cultures. In addition, the implications of integration are based on common growth with other related core competencies besides problem-solving competencies.
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Jameson, Jill. "The Digital Abyss in Zimbabwe". International Journal of ICT Research and Development in Africa 1, n.º 3 (julho de 2010): 65–91. http://dx.doi.org/10.4018/jictrda.2010070104.
Resumo:
Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.
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Panigrahi, Ritanjali, e Praveen Ranjan Srivastava. "Tweeting Continuing Education". International Journal of Strategic Decision Sciences 9, n.º 1 (janeiro de 2018): 79–101. http://dx.doi.org/10.4018/ijsds.2018010106.
Resumo:
The rapid growth of technology has transformed education from conventional classroom teaching to learner centred, flexible learning anytime anywhere resulting in the popularity of Massive Open Online Courses (MOOCs). It is evident that many MOOCs have adopted social media tools to engage their learners through information sharing, participation, and collaboration to create and consume information. In addition to this, social media is the best place to understand crowd sentiments considering the massive amount of data being generated. This study through text mining of MOOC providers related Twitter data discovers the sentiments of users towards MOOCs, association rules, and the engagement of MOOC providers in Twitter. This article also analyses the traits of the influencers in seven MOOC providers and discovers that the influencers are popular users with higher numbers of followers count. The implications are discussed for MOOC industry, academic institutions, and the government.
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Mohammadi, Arefeh, Kevin Grosskopf e John Killingsworth. "An Experiential Online Training Approach for Underrepresented Engineering and Technology Students". Education Sciences 10, n.º 3 (25 de fevereiro de 2020): 46. http://dx.doi.org/10.3390/educsci10030046.
Resumo:
Workforce pipelines are essential to sustain a productive workforce in an increasingly competitive, high-tech environment. Advanced automation, sensors, materials and data analytics will increase the need for highly skilled workers in the manufacturing (and manufactured construction) sector. Attracting and developing the next-generation workforce is not without its challenges; however, students are often deficient in technical skills and generally have negative perceptions about manufacturing and construction. As a result, new education and training models have been developed to provide instruction at all levels of the educational system, with a focus on both traditional students and non-traditional students, including ethnic minorities, women, veterans, disabled persons and older adult learners. This study focused specifically on certain underrepresented students in STEM programs offered at community colleges in the Great Plains region of the U.S. An available online training program by the Society of Manufacturing Engineers was used as a contextualized online training tool. The Learning Management System embedded in this online training tool was used to gather student data. Conducting multiple regression analyses on the test outcomes, completion rates, and improvement between post-test and pre-test scores showed that female participants achieved greater improvement between pre- and post-test scores than males, and achieved higher rates of credentialing compared to all other demographic groups. African American participants achieved greatest improvement between pre- and post-test scores than all other ethnic groups while Hispanics achieved higher rates of module completion. Additionally, this study also examines the background related to contextualized teaching and learning, as well as the effectiveness of this delivery method for these underrepresented populations.
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Gibson, Poppy Frances, e Sarah Smith. "Digital literacies: preparing pupils and students for their information journey in the twenty-first century". Information and Learning Science 119, n.º 12 (12 de novembro de 2018): 733–42. http://dx.doi.org/10.1108/ils-07-2018-0059.
Resumo:
Purpose In a fast-moving world where technology has become intertwined with our daily lives, meaning information is available at our fingertips, information overload (Khabsa and Giles, 2014) is just one of many challenges that this technological overhaul has presented for learners from the primary classroom up to studies within higher education (HE). This paper aims to present skills needed by both pupils and students to navigate their information journey, and discusses how educators can support the acquisition and development of these skills. Design/methodology/approach Drawing on key literature in the fields of education and academia through the process of systematic review and adopting the analogy of a journey to represent lifelong learning, this bipartite paper explores how both primary school pupils and university students are required to access information in their very own information journeys in this “Information Age”. Findings The similarities and differences between child and adult learners are considered. This paper shares practical strategies for promoting the smarter use of information – and a shorter journey – for these “travelers” along the way. This paper essentially aims to raise questions in the minds of educators as they help to prepare their learners to learn. Originality/value This paper offers an interesting insight for teachers and lecturers as the crossover between two sets of learners, primary-age pupils and students in HE, is considered in terms of how we, as educators, can help to provide more effective and efficient information journeys, and therefore promote successful learning. A five-stage model is presented for the information journey.
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Vollbrecht, Hanna, Vineet Arora, Sebastian Otero, Kyle Carey, David Meltzer e Valerie G. Press. "Evaluating the Need to Address Digital Literacy Among Hospitalized Patients: Cross-Sectional Observational Study". Journal of Medical Internet Research 22, n.º 6 (4 de junho de 2020): e17519. http://dx.doi.org/10.2196/17519.
Resumo:
Background Technology is a potentially powerful tool to assist patients with transitions of care during and after hospitalization. Patients with low health literacy who are predisposed to poor health outcomes are particularly poised to benefit from such interventions. However, this population may lack the ability to effectively engage with technology. Although prior research studied the role of health literacy in technology access/use among outpatients, hospitalized patient populations have not been investigated in this context. Further, with the rapid uptake of technology, access may no longer be pertinent, and differences in technological capabilities may drive the current digital divide. Thus, characterizing the digital literacy of hospitalized patients across health literacy levels is paramount. Objective We sought to determine the relationship between health literacy level and technological access, use, and capability among hospitalized patients. Methods Adult inpatients completed a technology survey that asked about technology access/use and online capabilities as part of an ongoing quality of care study. Participants’ health literacy level was assessed utilizing the 3-question Brief Health Literacy Screen. Descriptive statistics, bivariate chi-squared analyses, and multivariate logistic regression analyses (adjusting for age, race, gender, and education level) were performed. Using Bonferroni correction for the 18 tests, the threshold P value for significance was <.003. Results Among 502 enrolled participants, the mean age was 51 years, 71.3% (358/502) were African American, half (265/502, 52.8%) were female, and half (253/502, 50.4%) had at least some college education. Over one-third (191/502, 38.0%) of participants had low health literacy. The majority of participants owned devices (owned a smartphone: 116/173, 67.1% low health literacy versus 235/300, 78.3% adequate health literacy, P=.007) and had used the Internet previously (143/189, 75.7% low health literacy versus 281/309, 90.9% adequate health literacy, P<.001). Participants with low health literacy were more likely to report needing help performing online tasks (133/189, 70.4% low health literacy versus 135/303, 44.6% adequate health literacy, P<.001). In the multivariate analysis, when adjusting for age, race, gender, and education level, we found that low health literacy was not significantly associated with a lower likelihood of owning smartphones (OR: 0.8, 95% CI 0.5-1.4; P=.52) or using the internet ever (OR: 0.5, 95% CI 0.2-0.9; P=.02). However, low health literacy remained significantly associated with a higher likelihood of needing help performing any online task (OR: 2.2, 95% CI 1.3-3.6; P=.002). Conclusions The majority of participants with low health literacy had access to technological devices and had used the internet previously, but they were unable to perform online tasks without assistance. The barriers patients face in using online health information and other health information technology may be more related to online capabilities rather than to technology access. When designing and implementing technological tools for hospitalized patients, it is important to ensure that patients across digital literacy levels can both understand and use them.
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Fernandes Júnior, Alvaro Martins, e Jorge Luiz Bernardi. "Reflexões sobre o papel do tutor na EAD". REVISTA INTERSABERES 14, n.º 31 (27 de abril de 2019): 226–39. http://dx.doi.org/10.22169/ri.v14i31.1585.
Resumo:
RESUMO Considerando o cenário da Educação a Distância no Brasil e sua importância enquanto possibilidade de democratização da educação superior, este texto tece reflexões a respeito do papel do tutor nos ambientes virtuais de aprendizagem, usuais em cursos oferecidos nesta modalidade. O texto inicia com algumas ponderações filosóficas que revelam a influência que o conhecimento (ou sua falta), exerce sobre a humanidade, considerando-se que é pela construção de conhecimento que se favorece a superação de desigualdades e melhor qualidade de vida. Nesse sentido, apresenta-se a modalidade a distância como possibilidade de autonomia e emancipação social, sendo necessário pensar a respeito do papel do tutor neste horizonte. Finalmente o texto conceitua ambiente virtual de aprendizagem, preconizando alguns princípios relevantes na aprendizagem de adultos. Palavras-chave: Educação a distância e tutoria. Tecnologia e educação. Ambiente Virtual de aprendizagem. ABSTRACT Considering the scenario of Distance Education in Brazil and its importance as a possibility for the democratization of higher education, this text reflects on the role of the tutor in the virtual learning environments, usual in courses offered in this modality. The text begins with some philosophical considerations that reveal the influence that knowledge (or its lack), exerts on humanity, considering that it is by the construction of knowledge that favors the overcoming of inequalities and better quality of life. In this sense, the distance modality is presented as a possibility of autonomy and social emancipation, being necessary to think about the role of the tutor in this horizon. Finally, the text conceptualizes virtual learning environment, advocating some relevant principles in adult learning. Key words: Distance education and tutoring. Technology and education. Virtual learning environment. RESUMEN Considerando el escenario de la Educación a Distancia en Brasil y su importancia como posibilidad de democratización de la educación superior, este texto teje reflexiones acerca del papel del tutor en los ambientes virtuales de aprendizaje, usuales en cursos ofrecidos en esta modalidad. El texto comienza con algunas ponderaciones filosóficas que revelan la influencia que el conocimiento (o su falta), ejerce sobre la humanidad, considerando que es por la construcción de conocimiento que se favorece la superación de desigualdades y mejor calidad de vida. En ese sentido, se presenta la modalidad a distancia como posibilidad de autonomía y emancipación social, siendo necesario pensar acerca del papel del tutor en este horizonte. Finalmente el texto conceptualiza ambiente virtual de aprendizaje, preconizando algunos principios relevantes en el aprendizaje de adultos. Palabras clave: Educación a distancia y tutoría. Tecnología y educación. Entorno virtual de aprendizaje. DOI: http://dx.doi.org/10.22169/revint.v14i31.1585
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Merkley, Cari. "Age and Context Sensitivity Associated with Reduced Success in Finding Health Information Online". Evidence Based Library and Information Practice 10, n.º 4 (13 de dezembro de 2015): 224. http://dx.doi.org/10.18438/b8fg78.
Resumo:
A Review of:
Agree, E. M., King, A. C., Castro, C. M., Wiley, A., & Borzekowski, D. L. G. (2015). “It’s got to be on this page”: Age and cognitive style in a study of online health information seeking. Journal of Medical Internet Research, 17(3), e79. http://dx.doi.org/10.2196/jmir.3352
Objective – To determine the extent to which age and cognitive style influence an individual’s ability to successfully locate health information online.
Design – Quantitative study employing scales and regression analysis.
Setting – A school of public health and a school of medicine at two universities in the United States of America.
Subjects – 346 men and women 35 years or older.
Methods – Participants for the Online Health Study (OHS) were recruited from the community at both study sites using stratified sampling and screened with a web-based tool to ensure they had the necessary level of digital literacy to complete the study tasks. Once enrolled, participants completed the Rapid Estimate of Adult Literacy in Medicine (REALM) to measure their health literacy and the Witkin Group Embedded Figures Test (GEFT) to determine their cognitive style (labelled by researchers as context sensitive or context independent). Participants were asked to search online for answers to six specific questions on heart-healthy diets, flu vaccinations, alternative medicine and memory, genetic testing, assistive medical technology, and skin cancer, with 15 minutes of search time allowed for each question. Participants reported their answers after each search, which were later assigned scores for accuracy and for specificity. When combined, these two scores were used as a measure of success. Researchers used STATA 11 statistical software to run logistic regression, ordinal logistic regression, and generalized linear models on the data in order to predict which variables were associated with success on the search tasks.
Main Results – Only 323 of the 346 participants completed all study tasks, and their data formed the basis of the analysis. On average, participants correctly answered 4.1 out of 6 questions. Participants provided the most accurate and successful answers for the question on heart-healthy foods, and the least accurate answers on the question about seasonal flu shots. They were the least successful in answering the question about herbal supplements for memory. Across all models, older participants were less likely to be successful in locating the answers to the questions than younger participants, even controlling for the other variables measured in the study. In particular, older participants had the most difficulty with the question on medical technology, which required the use of mapping. Overall, the models suggest that higher levels of education, greater daily Internet use, and higher health literacy were associated with greater success on the search tasks, the extent to which varied from question to question. The exception in the case of education was the question relating to herbal supplements and memory, as participants with higher levels of education were more likely to score poorly in their responses. Participants whose cognitive style was found to be context sensitive were less likely to find the information needed in their online searches than those who were context independent, particularly on the questions relating to a heart-healthy diet, skin cancer, and medical technology.
Conclusion – The study suggests that age, cognitive style, level of health literacy, daily Internet use, and prior education are all important variables in determining whether an individual can successfully take advantage of the increasing amount of health information available on the Internet. Specific approaches to web design could be used to improve the success rate of those who are context sensitive, and greater support and direction to reputable online health sources from medical and information professionals could assist those who are less health literate.
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Ha, Sha. "Continuing Education in Italy: A Case Study". International Journal of Higher Education 7, n.º 5 (17 de setembro de 2018): 29. http://dx.doi.org/10.5430/ijhe.v7n5p29.
Resumo:
According to the ‘International Standard Classification of Education’ (ISCED), ‘Continuing Education’ is composed of the ‘Continuing Primary and Lower Secondary Adult Education’ (ISCED1, ISCED2), followed by the ‘Adult Education and Training’ System (ISCED3), including an ‘Upper Secondary Education System’ (ISCED4 and finally, the ‘Tertiary Education’ (ISCED5, ISCED6 and above). In 2016 the percent of ‘early leavers’ from education and training amounted in Italy to 13.8%, while the EU average amounted to 10.7%. In the same period the attendance to ISCED1-ISCED3 Adult Education Courses (age 25-64) amounted to 8.3%, while the EU average amounted to 10.8%. As for ‘Tertiary Education’, the percent attainment of a university degree amounted to 29.5% among Italians and to 13.4% among foreigners residing in Italy, while the EU averages amounted to 39.9% and 35.4% respectively. According to the Author, the relatively higher percent of early leavers from education and training in Italy and the relatively low attendance to ‘Continuing Education’ programs is due to the low employment rate in the Country, particularly significant in the age range 20-34, as a consequence of the severe economic crisis which hit the country in 2008 and still persists, causing the closure of many private enterprises and the block of the turn-over at public educational institutions. In spite of all that, the quality of the Italian Primary, Secondary and Tertiary Education System is of an excellent level, as compared with that of similar institutions all over the world. In Author’s opinion, increasing the investment in the educational system would increase the attendance to Secondary and Tertiary Adult Education courses, with a positive feedback on productivity.
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Maare, Kobus. "From the Editor". Global Journal of Guidance and Counseling in Schools: Current Perspectives 6, n.º 1 (30 de julho de 2016): 01. http://dx.doi.org/10.18844/gjgc.v6i1.968.
Resumo:
Message from Editor Dear Readers,It is the great honor for us to publish sixth issue of Global Journal of Guidance and Counseling: Current Perspectives.Global Journal of Guidance and Counseling: Current Perspectives welcomes original empirical investigations and comprehensive literature review articles focusing on current issues related with the area of guidance and counselling. The journal is published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on guidance and counseling in an international arena.The scope of the journal includes, but is not limited to the following major areas as they relate to guidance and counseling; child and adolescent counseling, adult and elder counseling, family counseling, school counseling, higher education counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education and occupational issues, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance and special education.School attachment, peer bullying, resilience, self-efficacy, life satisfaction and violence in drawings of children topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of nine (9) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of three (3) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards, Prof. Dr. Kobus MareeEditor – in Chief
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Бычков e Anatoliy Bychkov. "Continuity of Pre-profile Education and Secondary Vocational Education". Profession-Oriented School 5, n.º 4 (21 de agosto de 2017): 48–54. http://dx.doi.org/10.12737/article_5980637ee28276.69155315.
Resumo:
The methods of formation of motivation of students of secondary school to continue education in secondary vocational education are given. The new approaches to the use of the learning outcomes of students in the subject “Technology” in the educational process in college are disclosed. The author justifi ed the expediency of the formation of understanding the creative content of the work of mid-level professionals, career opportunities and getting fair remuneration and opportunities for personal self-realization in professional activity of specialists of this level and prospects of continuing education in higher education.
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Kilaberia, Tina, Janice Bell, Kristen Bettega, Jennifer Mongoven, Kathleen Kelly e Heather Young. "Impact of the COVID-19 Pandemic on Family Caregivers". Innovation in Aging 4, Supplement_1 (1 de dezembro de 2020): 950. http://dx.doi.org/10.1093/geroni/igaa057.3475.
Resumo:
Abstract The COVID-19 pandemic has affected human life in unprecedented ways. Lives of older persons and their families have been especially adversely affected. Eleven Caregiver Resource Centers (CRCs) support family caregivers across the state of California, providing services such as assessment, counseling and respite. This presentation is part of a larger evaluation study and addresses the impact of the COVID-19 pandemic on family caregivers and systems supporting them. We interviewed directors, clinical staff and family consultants (n=35) from CRCs across diverse communities and geography in California, conducting semi-structured focus group interviews by Zoom. Questions explored perceptions of staff about effects on caregivers and implications for systems of support for caregivers. Interviews were transcribed and analyzed using the Dedoose software. Caregiver effects included increased isolation, higher stress, loss of support, neglected health needs, and accelerated technology adoption. Caregivers at particular risk were those facing multiple demands and experiencing compromised resources under the pandemic, such as closure of adult day care. System effects included challenges with hastened virtual delivery, disruption in services, and new opportunities to serve clients virtually. Community resources, such as internet connectivity, exacerbated disparities for family caregivers. We make recommendations to mitigate these challenges including technology platforms to support service delivery and education, training and preparedness for both caregivers and providers. These recommendations are relevant to the ongoing COVID-19 pandemic and adaptable to other crisis situations such as natural disasters.
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Özkan, Zekiye, e Ersin Arslan. "Investigation of Hyperactivity and Attention Deficit of University Students Who Do Sport Regularly and Do Not Do Sport in Terms Of Some Variances". Journal of Education and Training Studies 7, n.º 2 (17 de janeiro de 2019): 157. http://dx.doi.org/10.11114/jets.v7i2.3840.
Resumo:
Introduction: Hyperactivity and attention deficit are situations which have been seen in individuals recently and affect both academic and life quality of individual negatively. The aim of this study is to determine hyperactivity and attention deficit level of university student who sport regularly and do not sport.Method: Carried out with scanning model, this study was applied to 353 students, who continue their education at Yuzuncu Yil University during 2017/2018 academic year, including 208 students who sport regularly and 145 students who do not sport. Reliability and validity of Turkish form of WHO’s Adult Attention Deficit/Hyperactivity Disorder Self-Report Scale (ASRS-v1.1) was carried out by Dogan et. al. (2009). As statistical method, as well as descriptive statistics, Kruskal Wallis H test for multiple comparisons and Mann-Whitney U test for paired comparisons were used in the situations in which normality and homogeneity of variances were not provided. p<0.05 was determined as significance level.Findings: When attention deficit (p<0.01) and hyperactivity (p<0.05) levels in those who do sport and those who do not do sport were examined, significant difference was found in favor of those who do sport. In examination of hyperactivity levels and attention deficit in terms of academic success, it was found that there was a significant difference in favor of those who have higher academic success (p<0.05). When hyperactivity levels and attention deficit were analyzed in terms of participants’ sheltering status, a significant difference was seen in favor of those who stay in a house far from their family (p<0.05). A significant difference in terms of high school from which participants graduated and in terms of their parents’ education level (p>0.05).Conclusion: It has been seen that hyperactivity levels and attention deficit of university students are related to many factors. Today, intensely usage of technology affects individuals negatively. Moreover, it has been found that attention deficit and hyperactivity levels are high in those individuals who do not do sport regularly.