Factors contributing to dropping out of adults' programming e-learning.

Previous studies reported that acquiring computer programming skills is challenging and might result in high dropout rates. A quasi-experimental design was used to examine the role of different factors in dropping out of an e-based computer programming course. This study applied a knowledge in programming assessment test (20 multiple-choice questions covering the following topics: variables, loops, conditionals, functions, and general knowledge of Python), The Learning Motivating Factors Questionnaire, The Big Five-2, and The Basic Psychological Need Satisfaction & Frustration Scale. Ninety-four participants (38 males and 56 females) completed the course, while 305 participants started it. The mean age of e-learners was 29.96 years (SD 8.27), age range = 18 to 54. The results showed that e-learners who completed the course had higher initial knowledge assessment scores than those who dropped out after the first assessment. Reward and recognition as a motivator were significantly higher in males who completed the course than those who dropped out after the second knowledge assessment. Extraversion was significantly lower in females who completed the course than those who dropped after the first or second knowledge assessment test. Relatedness frustration was significantly higher in those who dropped out after the first knowledge assessment. Due to significant limitations of the sample size, cultural context, measures applied, and research design, the findings would preferably be regarded with caution.

The Process of Creating Integrated Home Care in Lithuania: from Idea to Reality.

BACKGROUND: The article presents an analysis of the formulation and implementation of a social innovation: integrated home care (IHC) in post-soviet Lithuania. From 1998 a series of top-down orders to implement IHC were issued, however, home nursing did not start. In 2011 the Ministry of Social Security and Labour began a process to develop integrated home care using new, collaborative processes. The result was 21 pilot projects with well-conceptualized IHC services. METHOD: Using data from focus groups, interviews, and recorded observations, the research team systematically documented the innovation process, including themes and deviations, employing Smale's Innovation Trinity framework to organize the larger picture. RESULTS: In the Lithuanian post-totalitarian context, top-down communication was found to be prevalent. Not only IHC, but also openness to change and dialogue at high levels were innovations. Patient-centered practice at local levels could only occur when a new attitude of mind was reached through dialogue with officials at higher levels and between peers. CONCLUSIONS: The enactment, rather than the mask of dialogue, participatory program development were critical in the success of IHC innovation. This is difficult to achieve in the light of antiquated public bureaucracies, but in this case, the Ministry team, rather than avoiding the expectation of top-down communication, made it into an asset through promotion of collaboration.