Perception of Synchronized Online Teaching Using Blackboard Collaborate among Undergraduate Dental Students in Saudi Arabia (original) (raw)
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Indian J Dent Sci, 2021
Background: On account of the pandemic SARS-CoV-2 (COVID-19), education in higher institutes was strongly affected and they were shut down. The education shifted from “face‑to‑face” learning to online learning in the dental universities. The aim of this study was to assess the students’ perspective on the implementation of online learning due to COVID‑19, using a questionnaire‑based survey in India. Materials and Methods: The authors sent out an electronic survey to the undergraduate dental students from October 17, 2020 to October 25, 2020. The online questionnaire had a combination of multiple‑choice, Likert scale, and open‑ended questions which gave insight into the demographics, access to technological sources, didactic benefit, study habits, perceived issues with e‑learning, conduction of examinations during the pandemic period, and their mental health. Students were also asked for their views on the inclusion of online learning in the future curriculum. Qualitative data was expressed as number and percentage. A comparison was performed using Chi‑square test. Kruskal-Wallis test was done for Likert scale questions and Bonferroni test was used for post hoc comparisons. Results: Among 2319 dental students, 63.9% exclusively used smartphones and 8.5% used laptops for classes. The rest of the students used both devices. To access online resources, about 2262 (97.5%) had Internet connection. Only 943 students (40.7%) did not encounter any difficulty while engaging in online learning. About 1466 students (63.2%) appeared for examinations. About 1261 students appeared offline for both theory and practical examinations. Fifty‑five percent of the participants felt offline examinations to be a better alternative. About 69.6% of students preferred “face‑to‑face” learning instead of solely online learning. Nearly 19.4% of students wanted online education to be continued, while 28.5% wanted to keep both offline and online courses in the future curriculum. Most frequently encountered problems were difficulty in adjusting to new learning styles, having to perform responsibilities at home, and poor communication between educators and learners. Conclusion: Students showed a little reticent attitude towards on the implementation of online learning and were hopeful of engaging in online learning after improvisation in the future curriculum. Keywords: Dental education, dental students, face‑to‑face learning, future curriculum, online learning, questionnaire survey
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Objective: To evaluate the perception of dental students regarding online classes during COVID-19. Study Design: Cross sectional study. Place and Duration of Study: Various institutes of Pakistan, from Jun 2020 to Jun 2020. Methodology: The study was conducted amongst the dental students of various institutes of Pakistan. Both male and females students from all four academic years were included. Sample was collected by distributing an online well-structured and validated questionnaire through different social media platforms and by sending the survey link in Electronic-mails. SPSS version-25 was used for statistical analysis. Results: Majority of the participants, 191 (42.4%) were from 18-20 years of age. 269 (59.8%) preferred synchronous teaching method. Most of the participants responded negatively when asked about the improvement of clinical skills from online classes, 315 (70%) disagreed/strongly disagreed. Though most had a positive response towards interaction with teachers 69...
Advances in Medical Education and Practice
The purpose of this study was to assess students' perception, attitudes, and readiness toward online dental education in Saudi Arabia. Materials and methods: This is a longitudinal study using a 5-point Likert scale questionnaire distributed to a cohort group of undergraduate dental students at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia, during their fourth year (T1) and internship year (T2). It assessed technological access, computer skills, online skills, and motivation level in using e-learning for personal and learning purposes; and overall readiness for e-learning adoption in dental education. The response scale for each domain was categorized as follows: low readiness level (mean value=1-<3), acceptable/moderate readiness level (mean value=3-<4), and high readiness level (mean value=4-5). Descriptive and group comparisons were conducted using the chi-squared test, Fisher's exact test, and paired and independent samples t-test. The significance level was set at P<0.05. Results: The respondents were as follows: T1 group (n=72; 36 males [M], 36 females [F]) and T2 group (n=50; 20 M, 30 F). The results indicated high levels of computer skills, technology access, and perceived importance of online technology with no significant difference between the groups (P>0.05). They also showed acceptable levels of e-learning experience and social influence on e-learning adoption with no significant difference between the groups (P>0.05). A significant difference was reported in using e-learning for personal compared to learning purposes (P<0.05). The T2 group reported significantly lower levels of online English literacy (P<0.01), perceived impact of e-learning on dental education, and readiness for e-learning (P<0.001). Multiple technical and content development supports were reported. Conclusion: This study showed acceptable levels of individual characteristics and system competency levels as well as the perceived importance of using technology in dental education among the participants. However, the perceived impact of and readiness for e-learning were found to be less acceptable as students matured. The need for much support in some skills was also reported.
Dentistry Journal
Objective: To assess the perceptions of faculty members from dental schools in Southeast Asian countries regarding the implementation of online learning during the COVID-19 pandemic. Methods: A previously implemented questionnaire comprising 43 questions was utilized in this study. Lecturers from four universities in Southeast Asia were invited to participate in the study. Statistical analysis: The data were analyzed using SPSS version 25.0 through several types of comparative and correlation analyses. Results: There were 183 lecturers who participated in the study. The overall responses suggest that the perceived effectiveness of online learning in dentistry was centered on a neutral value. The participants faced challenges when implementing online learning during the COVID-19 pandemic, with the lack of interaction being the most challenging factor. They agreed that online learning had many advantages, specifically in time flexibility and communication. The participants had stronge...
Open access journal of dental sciences, 2023
Background: With the unprecedented outbreak of COVID-19, massive impact on our health structure and economics was noticed. Above all, the education system suffered a significant setback. Most of schools and colleges were forced to shut, for almost two years. In this study we investigate the perceptions of dental students towards the online mode of teaching by close ended questionnaire survey in dental colleges. Aim: To study the perception of dental students towards online teaching and to give recommendation based on our study findings. Materials and Methods: A questionnaire based Cross sectional study was conducted in dental undergraduates from 2016 to 2020 batch in Dental Colleges & hospital of Chhattisgarh for period of one month using convenience sampling in order to evaluate perceptions of dental students towards online mode of teaching. Results: Student's perception was evaluated using a close ended questionnaire. Majority agreed on grounds like online teaching is more interactive (50.2%), more comfortable (37.8%), enhanced their technological skill (41.5%) and received support and resources from respective teachers (53.2%). On the other hand, students were having trouble to concentrate for longer time (63.6%), learning practical's online (60.8%), poor internet connection (70.5%) and family distraction (44.2%). Conclusion: We need to accentuate ways to integrate this online teaching with traditional method of teaching, this can open new vistas for better teaching opportunities worldwide.
BMC Medical Education, 2014
Background: The importance of using technologies such as e-learning in different disciplines is discussed in the literature. Researchers have measured the effectiveness of e-learning in a number of fields. Considering the lack of research on the effectiveness of online learning in dental education particularly in Iran, the advantages of these learning methods and the positive university atmosphere regarding the use of online learning. This study, therefore, aims to compare the effects of two methods of teaching (virtual versus traditional) on student learning. Methods: This post-test only design study approached 40, fifth year dental students of Shiraz University of Medical Sciences. From this group, 35 students agreed to participate. These students were randomly allocated into two groups, experimental (virtual learning) and comparison (traditional learning). To ensure similarity between groups, we compared GPAs of all participants by the Mann-Whitney U test (P > 0.05). The experimental group received a virtual learning environment courseware package specifically designed for this study, whereas the control group received the same module structured in a traditional lecture form. The virtual learning environment consisted of online and offline materials. Two identical valid, reliable post-tests that consisted of 40 multiple choice questions (MCQs) and 4 essay questions were administered immediately (15 min) after the last session and two months later to assess for knowledge retention. Data were analyzed by SPSS version 20. Results: A comparison of the mean knowledge score of both groups showed that virtual learning was more effective than traditional learning (effect size = 0.69). Conclusion: The newly designed virtual learning package is feasible and will result in more effective learning in comparison with lecture-based training. However further studies are needed to generalize the findings of this study.