Master Study Programs and New Educational Technologies

Jashari, Hasan

doi:10.1016/j.sbspro.2012.05.488

Cited by 2 publications

(1 citation statement)

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“…They concluded that both were equally as effective (Alsuwat and Young, 2016). There are, however, more meta-analyses that favour the use of technology over traditional methods (Cheung and Slavin, 2013;Gudanescu, 2010;Higgins et al, 2012;Jashari, 2012;Shakibaei et al, 2011;Sung et al, 2016). Researchers suggest that the use of technology should supplement, rather than replace usual instruction and that adequate infrastructure is necessary for technology to be effective (Cheung and Slavin, 2013;Higgins et al, 2012;Sung et al, 2016); they also concluded that additional research is necessary to determine best practices for technology in the classroom.…”

Section: Discussionmentioning

confidence: 99%

Are technology-informed methods better than traditional approaches in educating patients? A meta-analysis

Veneri

Zdanis

2018

Health Education Journal

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Objective: Healthcare educators are usually well-intended in their educational efforts for and with patients. The purpose of this study was to conduct a meta-analysis comparing traditional versus technology-delivered healthcare education. Design: Systematic review with meta-analysis. Methods: Educational technology was operationally defined to include videos, DVDs, websites and other computer-based education programmes. Proquest Health Management, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Proquest Nursing & Allied Health, PubMed, Medline and Academic Search Premier databases were searched. Search limits included articles published between January 2006 and September 2016, authored in English and peer reviewed. There were four search terms: patient education, videos, DVDs and computer-assisted technology (CAT). A total of 5,003 articles were identified. Articles were screened for inclusion by study title, reducing the list to 407. Abstracts were read, reducing the list to 201. The remaining articles were read. Inclusion and exclusion criteria were established, and 24 studies were included in the final analysis. Effect sizes were calculated, and a meta-analysis was performed. Results: Of the 24 studies included, 12 measured improvements in knowledge, with 10 asserting statistically significant improvements with the use of technology compared to traditional delivery. According to the results of the meta-analysis, however, evidence from pooling the data more strongly favours traditional education compared to technology driven interventions. Conclusion:This meta-analysis compared traditional versus technology-delivered healthcare education; the results suggest preference for traditional.

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