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Radicalizing learning : adult education for a just world
Designed as an alternative introduction to the field, covering the traditional topics of adult learning, adult development, program planning, training, teaching, and research.
Book
The Accidental Instructional Designer, 2nd Edition
Go From Accidental to Intentional Filled with insights and tips, this updated edition of The Accidental Instructional Designer, by e-learning veteran Cammy Bean, covers nearly every aspect of the learning design process for those getting started or even for the experienced practitioner in need of new ideas.
eBook
Developing caring relationships among parents, children, schools, and communities
This book focuses on parents and teachers as adult learners, who should be growing and learning along with the children in their care. It lays out a theory of what parents and teachers need to care for children and themselves and then it shows how the author has assisted parents and teachers to put these theories into practice. McDermott relies on stories and listening to the voices of parents, teachers and children to make her case. She weaves together the latest theories and research with these stories and uses narratives of actual school meetings, workshops, parent planning and discussion groups, testimonies, newsletters, and research of others in the field. Key Features: o Focuses on parents and teachers as adult learners o Focuses on the dynamic process of parenting and teaching o Provides a theory to practice model to support parents, families and teachers o Provides a tool or guide for thinking through problems and finding solutions that take into consideration the needs of all involved.
eBook
Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning
The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning's many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners' decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for.
Journal Article
The learning-centered university : making college a more developmental, transformational, and equitable experience
An essential guide to transforming the college experience for student success.In The Learning-Centered University, renowned historian Steven Mintz unveils a comprehensive blueprint for addressing the critical issues of stagnating incomes and productivity, persistent wealth inequalities, and political polarization plaguing colleges and universities today. With practical strategies and a deep understanding of the history and future of higher education, Mintz outlines how we can transform higher education to promote access, affordability, degree attainment, and equity. Mintz provides a thought-provoking analysis of the challenges facing higher education, from the growing disparities in resources and facilities to the need for a more holistic approach to students' development. He offers actionable solutions to create a more interactive, engaging, and skills-focused learning environment. From seamless community college transfers to embedding career preparation throughout the undergraduate experience, Mintz steers institutions toward a future that embraces innovation and student success. This essential guide also explores the transformative potential of technology in education, the importance of equity and student support services, and the future of the humanities. Drawing on his vast teaching experience and expertise in student success, Mintz provides practical insights and strategies for driving academic innovation and overcoming resistance to change. The Learning-Centered University is an invaluable resource for educators, administrators, and policy makers who are dedicated to offering a more equitable, accessible, and impactful learning experience for all students.
eBook
An exploratory study of adult learners' perceptions of online learning: Minority students in continuing education
The study was an investigation of online adult learners' perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners' interaction with the instructor, content, and the classmates. The effect of student background variables and course-related variables on interaction was explored. Participants were 167 minority students enrolled in six online undergraduate-level courses from a university in the southeastern United States. The majority of the students were African-American working adults. Results indicated that learner-content interaction and learner-instructor interaction were significant predictors for student satisfaction in online settings in which group activities were not provided. Internet self-efficacy was positively associated with three types of interaction. Student satisfaction was positively related to student performance. Learner-instructor interaction was influenced the most by student background variables (gender, age, hours spent online), and learner-learner interaction by course-related variables (course length, course type, and the number of discussion forums). While it had the strongest influence on student satisfaction, learner-content interaction was not affected by student- or course-related variables.
Journal Article
Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study
Background
The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development.
Methods
A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content.
Results
Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning.
Conclusions
Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.
Journal Article
Factors affecting COVID-19 infected and death rates inform lockdown-related policymaking
After claiming nearly five hundred thousand lives globally, the COVID-19 pandemic is showing no signs of slowing down. While the UK, USA, Brazil and parts of Asia are bracing themselves for the second wave-or the extension of the first wave-it is imperative to identify the primary social, economic, environmental, demographic, ethnic, cultural and health factors contributing towards COVID-19 infection and mortality numbers to facilitate mitigation and control measures.
We process several open-access datasets on US states to create an integrated dataset of potential factors leading to the pandemic spread. We then apply several supervised machine learning approaches to reach a consensus as well as rank the key factors. We carry out regression analysis to pinpoint the key pre-lockdown factors that affect post-lockdown infection and mortality, informing future lockdown-related policy making.
Population density, testing numbers and airport traffic emerge as the most discriminatory factors, followed by higher age groups (above 40 and specifically 60+). Post-lockdown infected and death rates are highly influenced by their pre-lockdown counterparts, followed by population density and airport traffic. While healthcare index seems uncorrelated with mortality rate, principal component analysis on the key features show two groups: states (1) forming early epicenters and (2) experiencing strong second wave or peaking late in rate of infection and death. Finally, a small case study on New York City shows that days-to-peak for infection of neighboring boroughs correlate better with inter-zone mobility than the inter-zone distance.
States forming the early hotspots are regions with high airport or road traffic resulting in human interaction. US states with high population density and testing tend to exhibit consistently high infected and death numbers. Mortality rate seems to be driven by individual physiology, preexisting condition, age etc., rather than gender, healthcare facility or ethnic predisposition. Finally, policymaking on the timing of lockdowns should primarily consider the pre-lockdown infected numbers along with population density and airport traffic.
Journal Article
Derivation and validation of a machine learning risk score using biomarker and electronic patient data to predict progression of diabetic kidney disease
AimPredicting progression in diabetic kidney disease (DKD) is critical to improving outcomes. We sought to develop/validate a machine-learned, prognostic risk score (KidneyIntelX™) combining electronic health records (EHR) and biomarkers.MethodsThis is an observational cohort study of patients with prevalent DKD/banked plasma from two EHR-linked biobanks. A random forest model was trained, and performance (AUC, positive and negative predictive values [PPV/NPV], and net reclassification index [NRI]) was compared with that of a clinical model and Kidney Disease: Improving Global Outcomes (KDIGO) categories for predicting a composite outcome of eGFR decline of ≥5 ml/min per year, ≥40% sustained decline, or kidney failure within 5 years.ResultsIn 1146 patients, the median age was 63 years, 51% were female, the baseline eGFR was 54 ml min−1 [1.73 m]−2, the urine albumin to creatinine ratio (uACR) was 6.9 mg/mmol, follow-up was 4.3 years and 21% had the composite endpoint. On cross-validation in derivation (n = 686), KidneyIntelX had an AUC of 0.77 (95% CI 0.74, 0.79). In validation (n = 460), the AUC was 0.77 (95% CI 0.76, 0.79). By comparison, the AUC for the clinical model was 0.62 (95% CI 0.61, 0.63) in derivation and 0.61 (95% CI 0.60, 0.63) in validation. Using derivation cut-offs, KidneyIntelX stratified 46%, 37% and 17% of the validation cohort into low-, intermediate- and high-risk groups for the composite kidney endpoint, respectively. The PPV for progressive decline in kidney function in the high-risk group was 61% for KidneyIntelX vs 40% for the highest risk strata by KDIGO categorisation (p < 0.001). Only 10% of those scored as low risk by KidneyIntelX experienced progression (i.e., NPV of 90%). The NRIevent for the high-risk group was 41% (p < 0.05).ConclusionsKidneyIntelX improved prediction of kidney outcomes over KDIGO and clinical models in individuals with early stages of DKD.
Journal Article
Social Participation Among Young Adults with an Autism Spectrum Disorder
Investigating social participation of young adults with an autism spectrum disorder (ASD) is important given the increasing number of youth aging into young adulthood. Social participation is an indicator of life quality and overall functioning. Using data from the National Longitudinal Transition Study 2, we examined rates of participation in social activities among young adults who received special education services for autism (ASD group), compared to young adults who received special education for intellectual disability, emotional/behavioral disability, or a learning disability. Young adults with an ASD were significantly more likely to never see friends, never get called by friends, never be invited to activities, and be socially isolated. Among those with an ASD, lower conversation ability, lower functional skills, and living with a parent were predictors of less social participation.
Journal Article