Effect of Technology on Education in Middle East: Traditional Education Versus Digital Education

2017 ◽  
pp. 519-531
Author(s):  
Tahereh Ebrahimi
Keyword(s):  
Middle East ◽  
Traditional Education ◽  
Digital Education

scholarly journals Impact of digital education on traditional education

2020 ◽  
Vol 1691 ◽  
pp. 012132
Author(s):  
N U Yarychev ◽  
A U Mentsiev
Keyword(s):  
Traditional Education ◽  
Digital Education

scholarly journals Access To Informatıon And Use Of Dıgıtal Instruments In Educatıon And Student Opinions

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Sinem KASIMOĞLU ◽  
Mustafa Ufuk ÇELİK
Keyword(s):  
New Media ◽  
Traditional Education ◽  
Digital Tools ◽  
Access To Information ◽  
Student Opinions ◽  
Digital Education ◽  
Interactive Applications ◽  
Student Profile ◽  
Digital World ◽  
Research Resources

In this research, the students' level of awareness about the use of digital tools in education, their perspectives on digital education tools, their feelings and thoughts about the course processes carried out with interactive course applications were examined. According to the results of the study, it is seen that the student profile, which meets the digital world at the time of birth, e-mails, chats, uses social media, and access to research resources in new media where information is used freely, is also prone to the use of digital tools in education. It has been observed that students prefer online, online and interactive applications instead of traditional education models.

scholarly journals Digital Health Professions Education on Diabetes Management: Systematic Review by the Digital Health Education Collaboration (Preprint)

2018 ◽  
Author(s):  
Zhilian Huang ◽  
Monika Semwal ◽  
Shuen Yee Lee ◽  
Mervin Tee ◽  
William Ong ◽  
...  
Keyword(s):  
Health Care ◽  
Patient Outcomes ◽  
Health Care Professionals ◽  
Diabetes Management ◽  
Management Education ◽  
Digital Health ◽  
Traditional Education ◽  
Risk Of Bias ◽  
Knowledge And Skills ◽  
Digital Education

BACKGROUND There is a shortage of health care professionals competent in diabetes management worldwide. Digital education is increasingly used in educating health professionals on diabetes. Digital diabetes self-management education for patients has been shown to improve patients’ knowledge and outcomes. However, the effectiveness of digital education on diabetes management for health care professionals is still unknown. OBJECTIVE The objective of this study was to assess the effectiveness and economic impact of digital education in improving health care professionals’ knowledge, skills, attitudes, satisfaction, and competencies. We also assessed its impact on patient outcomes and health care professionals’ behavior. METHODS We included randomized controlled trials evaluating the impact of digitalized diabetes management education for health care professionals pre- and postregistration. Publications from 1990 to 2017 were searched in MEDLINE, EMBASE, Cochrane Library, PsycINFO, CINAHL, ERIC, and Web of Science. Screening, data extraction and risk of bias assessment were conducted independently by 2 authors. RESULTS A total of 12 studies met the inclusion criteria. Studies were heterogeneous in terms of digital education modality, comparators, outcome measures, and intervention duration. Most studies comparing digital or blended education to traditional education reported significantly higher knowledge and skills scores in the intervention group. There was little or no between-group difference in patient outcomes or economic impact. Most studies were judged at a high or unclear risk of bias. CONCLUSIONS Digital education seems to be more effective than traditional education in improving diabetes management–related knowledge and skills. The paucity and low quality of the available evidence call for urgent and well-designed studies focusing on important outcomes such as health care professionals’ behavior, patient outcomes, and cost-effectiveness as well as its impact in diverse settings, including developing countries.

scholarly journals Covid-19: A Reason behind Digital Education in Pakistan

2020 ◽  
Vol 11 (4) ◽  
pp. 19
Author(s):  
Madieha Akram ◽  
Faiza Anjum ◽  
Zahira Batool
Keyword(s):  
Social Sciences ◽  
Online Education ◽  
Online Survey ◽  
Communicable Disease ◽  
Traditional Education ◽  
World Health ◽  
Educational Institutions ◽  
Online Classes ◽  
Digital Education ◽  
Health Organization

Covid-19 is new virus that is spreading rapidly in all over the world. It is a communicable disease. World Health Organization announced social distancing to control the spread of that virus. All institutions are closed in Pakistan. Education was also effecting with this shutdown. A number of educational institutions have started digital education. Education is an important institution of socialization. Traditional education is not possible because of Covid-19. Digital education is taking its place according to the situation. An online survey was conducted to understand the acceptance level of online education in Lahore, Pakistan. A number of 240 students who were attending online classes solved the questionnaire. A software “Statistical package of social sciences” was used to see the distribution of the respondents. A statistical analysis showed that majority of the respondents is accepting online education according to the condition. It is suggested that Government should spread awareness regarding online education to make it more successful because it is the need of the time.

scholarly journals Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration (Preprint)

2019 ◽  
Author(s):  
Andrzej A Kononowicz ◽  
Luke A Woodham ◽  
Samuel Edelbring ◽  
Natalia Stathakarou ◽  
David Davies ◽  
...  
Keyword(s):  
Systematic Review ◽  
Digital Health ◽  
Health Professions ◽  
Virtual Patient ◽  
Traditional Education ◽  
Health Professions Education ◽  
Virtual Patients ◽  
Patient Simulations ◽  
Digital Education ◽  
Clinical Scenarios

BACKGROUND Virtual patients are interactive digital simulations of clinical scenarios for the purpose of health professions education. There is no current collated evidence on the effectiveness of this form of education. OBJECTIVE The goal of this study was to evaluate the effectiveness of virtual patients compared with traditional education, blended with traditional education, compared with other types of digital education, and design variants of virtual patients in health professions education. The outcomes of interest were knowledge, skills, attitudes, and satisfaction. METHODS We performed a systematic review on the effectiveness of virtual patient simulations in pre- and postregistration health professions education following Cochrane methodology. We searched 7 databases from the year 1990 up to September 2018. No language restrictions were applied. We included randomized controlled trials and cluster randomized trials. We independently selected studies, extracted data, and assessed risk of bias and then compared the information in pairs. We contacted study authors for additional information if necessary. All pooled analyses were based on random-effects models. RESULTS A total of 51 trials involving 4696 participants met our inclusion criteria. Furthermore, 25 studies compared virtual patients with traditional education, 11 studies investigated virtual patients as blended learning, 5 studies compared virtual patients with different forms of digital education, and 10 studies compared different design variants. The pooled analysis of studies comparing the effect of virtual patients to traditional education showed similar results for knowledge (standardized mean difference [SMD]=0.11, 95% CI −0.17 to 0.39, I2=74%, n=927) and favored virtual patients for skills (SMD=0.90, 95% CI 0.49 to 1.32, I2=88%, n=897). Studies measuring attitudes and satisfaction predominantly used surveys with item-by-item comparison. Trials comparing virtual patients with different forms of digital education and design variants were not numerous enough to give clear recommendations. Several methodological limitations in the included studies and heterogeneity contributed to a generally low quality of evidence. CONCLUSIONS Low to modest and mixed evidence suggests that when compared with traditional education, virtual patients can more effectively improve skills, and at least as effectively improve knowledge. The skills that improved were clinical reasoning, procedural skills, and a mix of procedural and team skills. We found evidence of effectiveness in both high-income and low- and middle-income countries, demonstrating the global applicability of virtual patients. Further research should explore the utility of different design variants of virtual patients.

scholarly journals Health Professions Digital Education on Antibiotic Management: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration (Preprint)

2019 ◽  
Author(s):  
Bhone Myint Kyaw ◽  
Lorainne Tudor Car ◽  
Louise Sandra van Galen ◽  
Michiel A van Agtmael ◽  
Céire E Costelloe ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Clinical Practice ◽  
Health Care Professionals ◽  
Antibiotic Prescription ◽  
Cost Effective ◽  
Traditional Education ◽  
Controlled Trials ◽  
Digital Education ◽  
Antibiotic Management

BACKGROUND Inappropriate antibiotic prescription is one of the key contributors to antibiotic resistance, which is managed with a range of interventions including education. OBJECTIVE We aimed to summarize evidence on the effectiveness of digital education of antibiotic management compared to traditional education for improving health care professionals’ knowledge, skills, attitudes, and clinical practice. METHODS Seven electronic databases and two trial registries were searched for randomized controlled trials (RCTs) and cluster RCTs published between January 1, 1990, and September 20, 2018. There were no language restrictions. We also searched the International Clinical Trials Registry Platform Search Portal and metaRegister of Controlled Trials to identify unpublished trials and checked the reference lists of included studies and relevant systematic reviews for study eligibility. We followed Cochrane methods to select studies, extract data, and appraise and synthesize eligible studies. We used random-effect models for the pooled analysis and assessed statistical heterogeneity by visual inspection of a forest plot and calculation of the I2 statistic. RESULTS Six cluster RCTs and two RCTs with 655 primary care practices, 1392 primary care physicians, and 485,632 patients were included. The interventions included personal digital assistants; short text messages; online digital education including emails and websites; and online blended education, which used a combination of online digital education and traditional education materials. The control groups received traditional education. Six studies assessed postintervention change in clinical practice. The majority of the studies (4/6) reported greater reduction in antibiotic prescription or dispensing rate with digital education than with traditional education. Two studies showed significant differences in postintervention knowledge scores in favor of mobile education over traditional education (standardized mean difference=1.09, 95% CI 0.90-1.28; I2=0%; large effect size; 491 participants [2 studies]). The findings for health care professionals’ attitudes and patient-related outcomes were mixed or inconclusive. Three studies found digital education to be more cost-effective than traditional education. None of the included studies reported on skills, satisfaction, or potential adverse effects. CONCLUSIONS Findings from studies deploying mobile or online modalities of digital education on antibiotic management were complementary and found to be more cost-effective than traditional education in improving clinical practice and postintervention knowledge, particularly in postregistration settings. There is a lack of evidence on the effectiveness of other digital education modalities such as virtual reality or serious games. Future studies should also include health care professionals working in settings other than primary care and low- and middle-income countries. CLINICALTRIAL PROSPERO CRD42018109742; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=109742

scholarly journals IMPLEMENTASI DATA STORAGE SERVER PADA JARINGAN INTERNET MENGGUNAKAN OWNCLOUD

2022 ◽  
Author(s):  
Fiqri Fakhrizal
Keyword(s):  
Middle East ◽  
19Th Century ◽  
Data Storage ◽  
Traditional Education ◽  
Islamic Education ◽  
Early 19Th Century ◽  
Storage Server ◽  
Modern Education

This article deals with Islamic education and modernityin the Middle East. Modern education began to beknown in Egypt since the advent of Napoleon Bonapartein the early 19th century in this country. However, it wasin the epoch of Muhammad Ali that the transision fromtraditional education to modern education began.Further, in the time of Ismail Pasya due to educationreorganization, traditional education began to competewith secular-modern education.

scholarly journals Health Professions Digital Education on Antibiotic Management: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

10.2196/14984 ◽  
2019 ◽  
Vol 21 (9) ◽  
pp. e14984 ◽  
Author(s):  
Bhone Myint Kyaw ◽  
Lorainne Tudor Car ◽  
Louise Sandra van Galen ◽  
Michiel A van Agtmael ◽  
Céire E Costelloe ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Clinical Practice ◽  
Health Care Professionals ◽  
Antibiotic Prescription ◽  
Cost Effective ◽  
Traditional Education ◽  
Controlled Trials ◽  
Digital Education ◽  
Antibiotic Management

Background Inappropriate antibiotic prescription is one of the key contributors to antibiotic resistance, which is managed with a range of interventions including education. Objective We aimed to summarize evidence on the effectiveness of digital education of antibiotic management compared to traditional education for improving health care professionals’ knowledge, skills, attitudes, and clinical practice. Methods Seven electronic databases and two trial registries were searched for randomized controlled trials (RCTs) and cluster RCTs published between January 1, 1990, and September 20, 2018. There were no language restrictions. We also searched the International Clinical Trials Registry Platform Search Portal and metaRegister of Controlled Trials to identify unpublished trials and checked the reference lists of included studies and relevant systematic reviews for study eligibility. We followed Cochrane methods to select studies, extract data, and appraise and synthesize eligible studies. We used random-effect models for the pooled analysis and assessed statistical heterogeneity by visual inspection of a forest plot and calculation of the I2 statistic. Results Six cluster RCTs and two RCTs with 655 primary care practices, 1392 primary care physicians, and 485,632 patients were included. The interventions included personal digital assistants; short text messages; online digital education including emails and websites; and online blended education, which used a combination of online digital education and traditional education materials. The control groups received traditional education. Six studies assessed postintervention change in clinical practice. The majority of the studies (4/6) reported greater reduction in antibiotic prescription or dispensing rate with digital education than with traditional education. Two studies showed significant differences in postintervention knowledge scores in favor of mobile education over traditional education (standardized mean difference=1.09, 95% CI 0.90-1.28; I2=0%; large effect size; 491 participants [2 studies]). The findings for health care professionals’ attitudes and patient-related outcomes were mixed or inconclusive. Three studies found digital education to be more cost-effective than traditional education. None of the included studies reported on skills, satisfaction, or potential adverse effects. Conclusions Findings from studies deploying mobile or online modalities of digital education on antibiotic management were complementary and found to be more cost-effective than traditional education in improving clinical practice and postintervention knowledge, particularly in postregistration settings. There is a lack of evidence on the effectiveness of other digital education modalities such as virtual reality or serious games. Future studies should also include health care professionals working in settings other than primary care and low- and middle-income countries. Clinical Trial PROSPERO CRD42018109742; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=109742

scholarly journals Impact of Advertising on Educational Apps Used by Children

2021 ◽  
Vol 16 (6) ◽  
pp. 1-13
Author(s):  
Kavitha Venkatasubramany Iyer ◽  
Vikas Suresh Dole
Keyword(s):  
Secondary Education ◽  
Paradigm Shift ◽  
Traditional Education ◽  
Digital Education ◽  
Sample Data ◽  
Urban India ◽  
E Learning ◽  
Educational Applications ◽  
Central Board

India’s education sector is being impacted by COVID-19 in unprecedented ways. The pandemic is disrupting the traditional education system, affecting over 320 million students. This sector is trying to develop robust, innovative approaches to foster a paradigm shift toward digital education. These efforts are being supplemented with the launch of quality-focused multilingual educational applications (apps). Parents are also swiftly adopting a variety of e-learning apps. This research addresses the role of advertisements to empower parents to be educated consumers for educational apps for children. The purposeful sample data were collected from 307 parents of students from the top 10 ICSE (Indian Certificate of Secondary Education) and CBSE (Central Board of Secondary Education) schools in Urban India. The findings indicate that advertising media accelerates the diffusion of educational technology and apps among parents. However, it does not help in overcoming insecurities that parents may have regarding these apps for their children.

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