This study describes how mortgage professionals differentiate abusive from predatory lending. Data were analyzed qualitatively. The results indicate that some users of this term do not always adhere to a strict definition of predatory lending but rather use it as a term for any general mortgage abuse and mortgage fraud. Existing laws at the federal-and state-level curtail abusive lending and promote fairness in the market place and they are highly enforced among depository financial institutions. However, unregulated nonfinancial institutions, mortgage brokers, and originators are still a primary source of predatory lending.

The purpose of this study was to explore four different methods of instruction: a traditional slideshow control group, and three groups using an educational video game played either individually or facilitated with a competitive or cooperative social structure. The instructional tool was an educational video game designed to teach a personal finance lesson on credit scores through individual play. The research questions focused on differences in participant performance, engagement, and attitude. The participants in the study consisted of adults from traditional extension and outreach audiences associated with a land-grant university located in the intermountain western United States. The results of this study indicated that, with one exception, there were no significant differences in outcomes between the four different methods of instruction. The broad interpretations of this study are that educational outcomes of using educational video games may not vary greatly based on social context when using precise definitions of competition and cooperation. Importantly, this affords educators the general freedom to choose among a number of social educational structures without fear of significantly compromising educational outcomes.

Adult learners are becoming more common in institutions of higher education. These learners often bring with them experiences and expectations that can significantly affect their educational needs, progress and activity in the classroom. A review of the literature suggests instructors in higher educational settings need to review their current teaching methodologies in light of the increase in enrollment of these types of students. Specifically, pedagogical, or instructorcentered, approaches tend to be less effective in meeting the needs of adult learners. Additionally, faculty must change their perceptions about the presence and utilization of instructional technologies in meeting student needs, especially those of adults. Instructors must consider how technology can influence the development and application of andragogy in the classroom to assist adult learners.

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