Examining the association between educational attainment and life expectancy in MENA region: A panel data analysis.

BACKGROUND: The purpose of this study is to investigate the association between educational attainment and life expectancy in 18 countries in MENA region. METHODS: We used World Bank database for a panel of 18 MENA countries during the years 1995 to 2009. We used Life Expectancy at Birth, as the key health care output measure. Additionally, we used six health care input independent variables. All variables were transformed into natural logarithms. We estimated the production function using Cobb-Douglas function. RESULTS: Results indicate that 1% increase in educational attainment of males 25 to 34 years old, males 25 years and older, females 25 to 34 years old, females 25 years and older, and females aged 15 to 44 years old will increase life expectancy by 0.14%, 0.07%, 0.04%, 0.03%, and 0.04%, respectively, while everything else remains constant. CONCLUSION: Our results suggest that for MENA region countries investing in education to broaden access would improve health outcomes and life expectancy. Boosting educational attainment for both male and female population may close the life expectancy gaps between the MENA region and other developed countries, and males and females within the same country. Education attainment has the potential to be a social remedy for better health outcomes in MENA countries.

Understanding student perceptions of social computing and online tools to enhance learning.

Social computing software and online tools are gaining credence in teaching and learning spaces, including higher education contexts. However, the adoption of social computing software does not automatically translate into effective teaching and learning if students' views and needs are not considered along with course learning outcomes. Thus, this study was conducted to explore students' perspectives and preferences for social computing software and online tools in a university elective course. We employed quantitative and qualitative approaches to understand students' shared and nuanced thoughts about social computing applications in the study. A questionnaire with quantitative and open-ended qualitative questions was used to collect data. Data were analyzed using descriptive statistics and an inductive thematic analysis approach. Our findings indicated mixed students' viewpoints, with some tools reported as highly beneficial while others were less beneficial. For instance, students valued asynchronous sessions, assignment feedback, online discussion, videos, and gamification but reported less interest in phones, journals, icons, and blogs. Students' specializations also appeared to influence their choice of tools. Those from Arts, Humanities, and Social Sciences expressed a slightly different preference than their comparts from Medicine and Health Sciences. Drawing on the findings, we discuss the implications for effective teaching and learning using social computing software, focusing on essential stakeholders. For instance, instructors must regularly conduct diagnostic feedback to determine appropriate tools that can effectively customize students' learning.