educational-quality

Documents about educational-quality

• The impact of a caregiver educational intervention on improving the quality of life of caregivers of community-dwelling activity-limited older adults in Sri Lanka: a quasi-experimental study.#326902NCBI PubMed Central
• Students’ perceptions of Toxicolitaire™– a digital card game for medical toxicology students#431822SUNScholar
• Convergencias analíticas entre discriminación y educación: una revisión sistemática de la literatura#463801DIALNET OAI Articles
• Effectiveness of an Oral Feeding Educational Nurse Program on Feeding Performance in Preterm Neonates#855404ClinicalTrials.gov
• Evaluasi Kepuasan Pelanggan Di Poltekkes Kemenkes Palangka Raya Tahun 2017: Evaluation of Customer Satisfaction at the Palangka Raya Health Ministry Polytechnic in 2017#1003669Jurnal Surya Medika (JSM)
• A Patient-Directed Mobile Tool to Streamline the QoL Assessment and Monitoring in Urothelial Carcinoma#968703ClinicalTrials.gov
• The Effect of Web-Based Education in Patients With Type 2 Diabetes#853173ClinicalTrials.gov
• MOVI-OLE! [Open Learning Environments]#892521ClinicalTrials.gov
• Effects of compulsory schooling up to age 18 in Portugal: An analysis from the teachers’ perspective#996493Gestión del Repositorio Documental de la Universidad de Salamanca
• Rhythms of mobility and transformation: first generation commuter students’ educational engagement in Cape Town#637714SUNScholar
• Effect of Psycho-Educational Interventions in Communication Partners of Older Adults With Hearing Impairment#847120ClinicalTrials.gov
• Analysis of the Quality of Life, the Clinical Effectiveness and Cost-effectiveness of a Novel Educational Programme in Patients With Psoriasis and Atopic Dermatitis#913362ClinicalTrials.gov
• Shared Equity Leadership in an Offshore Medical School: Distributing Responsibility for Equity#445015Digital Commons @ UConn
• Liderazgo estratégico en la gestión universitaria, retos y oportunidades para la calidad educativa#283244DIALNET OAI Articles
• Determinantes de la calidad, la satisfacción y el aprendizaje percibido de la e-formación del profesorado universitario#285950Repositorio Institucional de la Universidad de Burgos (RIUBU)
• CA18409 - Apprenticeship Enrolment, Delivery and Quality Management Platform - Request for Engagement (RFE) — Bedford College#656376UK Contracts Finder
• Análisis de la importancia de los criterios de evaluación y el reconocimiento académico docente universitario como indicadores de la calidad educativa en España#285951Repositorio Institucional de la Universidad de Burgos (RIUBU)
• The role of extra time in the performance of students with learning disabilities in time-constrained assessment#443691SUNScholar
• Patients With Pancreatic Tumor: Use of an App to Monitor Progress in a Simple and Intuitive Way by Periodically Completing Targeted Questionnaires and Providing Educational and Informational Content (PancreasPlus).#1031793ClinicalTrials.gov
• My pedagogical becoming as a Stellenbosch university residential educator during the COVID-19 pandemic educational research for social change (ERSC)#431823SUNScholar
• Estudio de caso sobre la implementación y desarrollo de la Cátedra de la Paz en una Institución Educativa Distrital en la ciudad de Barranquilla, desde la visión de los docentes#668992DIALNET OAI Articles
• Educational Counseling in Improving Communication and Quality of Life in Spouses and Breast Cancer Patients#901620ClinicalTrials.gov
• Malawian critical care nurses’ views on the implementation of an educational intervention to enhance sustained use of an evidence-based endotracheal tube cuff pressure management guideline: a survey study#219866SUNScholar
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)