Is Academia a Reliable Source?

Academics see the world through a different lens. They study many of the issues that shape our society, and although they are not free from bias, their research is based on measurable facts.

Last year, Academia dot edu came under fire for asking scholars to pay to boost their papers on the site. This move caused much anger and confusion among scholars.

It is a social network

Academic social networking sites are online tools for sharing academic-related content. These sites offer a user-friendly way to connect with colleagues and promote research. Some even link to scholarly article databases. They can also be used for peer review and collaborative work.

While academics are not against learning credible information from social media, they prefer to find it in a space that is carefully controlled and verified by experts. Luckily, there are many academic platforms to choose from that allow researchers to upload their articles for public access.

Academia edu is one of the fastest-growing sites for sharing academic papers. It has millions of papers and over 194 million registered users. It offers free access to most papers, but it requires a subscription for full-text access. In addition to this, there are a number of other academic websites that allow users to upload their research for free. Some even let users pay to boost their publications so they can be seen by more people.

It is a search engine

Like Spotify for music, SoundCloud for podcasters and Etsy for artists, academia dot edu provides a platform for academics to get their work noticed. The site was a valuable resource for researchers, but it recently came under fire after asking scholars to pay a fee in exchange for getting their papers recommended by the search engine. Unlike other free academic databases such as ResearchGate or ORCID, academia dot edu is not open source. It is a for-profit venture capital-backed company.

It is a repository

Academia is a repository that hosts academic papers and allows scholars to share their work. It is free to use for scholars, but it encourages them to subscribe to its membership program in order to access more features. This has led to some controversy, with many users complaining that they are being unknowingly charged.

While the institution-based repositories and subject-specific preprint servers such as Humanities Commons and DARIAH are a reliable source of articles, they do not allow authors to self-archive the final published version of their paper without explicit legal permission, which would be required for it to become Open Access. This often leads to DMCA takedown requests from publishers.

In contrast, academia edu is a for-profit company that aims to make money by recommending research articles to its users. Last year the site received criticism when it started contacting scholars to ask them to pay for “recommendation boosts.” This was met with a lot of backlash, and the company has since stopped asking for money from scholars.

It is a platform

Academia is an open platform where anyone can publish. This makes it difficult to filter through the irrelevant work, but if you’re a premium member, you can use search filters to narrow your results. The site also has a range of features that allow you to create your own profile and share your work with the public.

While it’s important for scholars to promote their research on these sites, it’s worth remembering that they are commercial social networks backed by venture capital. They may even encourage you to upload research that you don’t have the legal right to publish. They also encourage you to pay money to signal boost your work, which can damage your reputation. Moreover, they draw heavily on the concepts of points, levels, rewards and scores that are associated with gaming. This is an unfortunate move, as it turns scholarly labour into a game that is influenced by neoliberal ideas about markets and competition.

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Educational Research Review

Educational research review publishes critical, integrative reviews of research literature bearing on education. It welcomes submissions of research from any discipline, so long as it bears on educational issues. RRE volumes advance the state of knowledge, promote discussion, and shape directions for future research.

Tenacious prior misconceptions impede student understanding of biology at all levels of learning. To address this problem, researchers have developed a variety of interventions to improve students’ scientific understanding.

Mentoring in Higher Education

Educators in higher education recognize that mentoring is important for students’ academic success. However, many student-level mentorship programs are not very effective.

Some mentoring interventions require that mentees select their mentor and that some recognition, such as a small salary, is provided to the mentor. Moreover, mentors are often not formally included in faculty role expectations, load computations or reviewed during faculty and promotion processes.

Large national studies have linked mentorship to student outcomes including graduation rates, career choice and self-efficacy. To support these findings, universities should consider implementing new mentoring strategies. These could include mentoring as part of pre-orientation sessions, student clubs or in a first-gen office.

The Influence of Physical and Sensory Environments on Children’s Social and Emotional Development

Educational research seeks answers to various practical educational challenges using scientific methods. It consists of descriptive research, correlational research and experimental research. It also includes qualitative data collection, such as focus groups.

Educators are often action researchers who examine their pedagogy and practice on a daily basis. These reflective activities are often influenced by the ontological and epistemological beliefs they hold. For instance, a teacher who embraces constructivism may use action research to study why fewer female students enroll in upper-level science courses.

An educational researcher will need to clearly identify the research problem and formulate objectives and hypotheses for the study. This will help them choose the appropriate method for collecting data.

The Influence of Digital Tools on Student Active Learning

The use of digital tools can significantly enhance students’ active learning and help them retain knowledge. This is because they utilize multiple parts of their brain and engage their senses, which helps them process information more effectively.

Furthermore, using these digital tools can lead to higher student engagement and motivation. These digital tools can also help instructors create a more dynamic learning environment by allowing students to collaborate and communicate with their peers.

It is important for educators to understand the varying levels of technological literacy and sensory ability that their students possess. This allows them to identify the best ways to implement digital tools in their classes.

The Influence of Formative Assessment on Academic Underachievement

Formative assessments are designed to provide feedback to students about their learning in a way that is meaningful, timely and actionable. They are used to identify student misconceptions, monitor and adjust instruction, and help promote self-regulated learning.

Formative assessment is often compared to summative assessments, which are intended to evaluate student progress and achievement at the end of a project, unit, lesson or class period. These assessments are typically aligned to specified criteria, standards, and benchmarks and deliver results in the form of a grade.

Unfortunately, summative assessments tend to have high stakes and can be stressful for both teachers and students. This can discourage educators from using formative assessment techniques.

The Influence of Social Cues in Instructional Videos on Learning

In instructional videos, social cues are important to help learners perceive non-verbal communication and understand social dynamics. However, little research has investigated how video production styles affect students’ perceptions and learning.

A recent study analyzed the impact of different visual cues in an animated pedagogical agent on student engagement and learning. The results showed that a combination of perceptually salient visual cues and an instructor video improved engagement and learning.

Encourage students to watch videos with their peers and reflect on what they have observed. They can share their own personal takeaways from the video and discuss how they might apply the knowledge in their lives.

The Influence of Peer Collaboration on Collaborative Problem Solving

Collaborative problem-solving is a commonly used critical thinking teaching strategy. This meta-analysis aims to explore its effect on the development of learners’ critical thinking by providing convergent data support from 36 experimental studies using randomized control experiments and quasi-experiments.

The results show that collaborative problem-solving has a positive impact on learners’ attitudinal tendency and cognitive skills. However, the effect size of the attitudinal tendency is greater than that of the cognitive skills.

In order to identify possible moderating factors that might produce considerable heterogeneity, this study conducted a series of subgroup analyses. It turns out that teaching type, learning stage, and measuring tools have a crucial role in supporting the cultivation of critical thinking by collaborative problem-solving.

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VARC-3 Updates Definitions of Clinical Endpoints for Transcatheter and Surgical Aortic Valve Clinical Trials

The VARC-3 writing committee updated standardized definitions of clinical endpoints for transcatheter and surgical aortic valve clinical trials. The update includes revised definitions of device success, periprocedural complications, structural complications and conduction disturbances.

Genereux rejected those who cast aspersions on the composition of the VARC-3 committee, saying that it included structural cardiologists, interventional cardiologists, surgeons, heart failure specialists and US Food and Drug Administration representatives.

Endpoint Definitions

As TAVR evolves with iterative improvements in medical device technologies and the expansion of clinical indications to lower surgical risk patients, attention is directed toward the selection of appropriate clinical endpoints to evaluate these changes. In particular, the emergence of novel vascular access approaches and the need to define vascular complications related to these emerging devices requires clarification and refinement of existing clinical endpoint definitions and refocusing on new ones.

For example, VARC-3 has clarified the definition of AKI by introducing a new metric (eGFR) as a measure of renal function and recommends that creatinine levels be measured at baseline, within 24 h, and daily up to 48 h after TAVR to identify the development of AKI. This will enable appropriate monitoring and early identification of AKI.

VARC-3 has also recommended that clinical event committees for large randomized trials or rigorous registry studies of TAVR include both a cardiologist and a cardiovascular surgeon, and when necessary, additional subspecialty physicians (eg, a neurologist for studies with stroke as an endpoint). This will allow the collection of accurate and consistent data and improve the quality of outcomes reporting.

Acute Kidney Injury

Several studies have shown that AKI is associated with adverse outcomes after TAVR, and it is believed that this is at least partially due to its independent association with baseline chronic kidney disease (CKD). The VARC-2 recommendations on the definition of AKI recommend adoption of the recently updated Kidney Disease: Improving Global Outcomes (KDIGO) criteria.

The VARC-2 writing committee included international societies, academic research organizations, the US Food and Drug Administration, and medical device manufacturers. This multidisciplinary process has resulted in important recommendations regarding clinical research methods and endpoint definitions, including a revised composite time-related valve safety endpoint that more appropriately directs attention to the potential long-term consequences and modes of failure of bioprosthetic valves.

A recent study evaluated the consistency of TEE and angiography in grading paravalvular regurgitation (PVR) using VARC-3 criteria, in 31 patients who underwent TAVR. The results showed high kappa coefficients and good agreement between the two techniques, with the highest kappa value observed in patients with moderate or severe PVR.

Conduction Disturbances

With the proliferation of alternative vascular access techniques for TAVR and new percutaneous closure device systems, future trials examining these emerging approaches should appropriately capture and classify vascular complications associated with the specific approach used. These may include periprocedural and late/spontaneous atrial fibrillation, new conduction disturbances or arrhythmias (particularly RBBB or LBBB), atrioventricular block, and coronary obstruction.

Coronary obstruction resulting in death, haemodynamic compromise, myocardial infarction, unplanned surgical or percutaneous coronary intervention, or non-fatal neurological event should be reported and classified as a major cardiac structural complication. The circumferential extent of PVR and the location, number and grading of its components (regurgitation volume, regurgitation fraction and effective regurgitant orifice area) should be assessed using TEE.

Studies should also report the rate of permanent pacemaker implantation, noting whether it is periprocedural or late/spontaneous. These endpoints have been shown to be important for assessing prognosis after aortic valve surgery (128-133). New, pre-existing or baseline conduction abnormalities and/or arrhythmias should be reported as they have been shown to impact post-procedure outcome (134). It is recommended that all studies use the same definitions and calculation methodology to facilitate comparison of results across studies.

Repeat Hospitalizations

Hospital clinicians are all too familiar with patients who return to their hospitals repeatedly, and it is important that a portion of those hospitalizations be considered avoidable. However, hospitalizations that represent progression of the natural course of a patient’s underlying disease or the consequence of nonadherence to portions of their discharge plan are often not captured by existing readmission definitions.

The increasing adoption of alternative access approaches and novel percutaneous vascular closure devices reinforces the need to adequately capture and classify vascular complications (84). Thus, VARC-3 expands the classic definitions of major and minor vascular complications to better accommodate these emerging techniques.

VARC-3 also updates the definition of thrombosis to include clinical sequelae of a thromboembolic event or imaging evidence of a prosthetic valve thrombus accompanied by either irreversible Stage 3 haemodynamic valve deterioration or signs of heart failure (105). Furthermore, VARC-3 recommends that coronary obstruction resulting in death, hemodynamic compromise, myocardial infarction, or unplanned surgical or percutaneous intervention should be classified as a cardiac structural complication, regardless of whether it occurs periprocedural or post-procedure.

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