scholarly journals The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tahereh Baherimoghadam ◽  
Shahram Hamedani ◽  
Manoosh mehrabi ◽  
Navid Naseri ◽  
Nooshin Marzban
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Dental Students ◽  
Dental Student ◽  
Satisfaction Questionnaire ◽  
Level Of Satisfaction ◽  
E Learning ◽  
General Self Efficacy

Abstract Introduction The COVID-19 pandemic has had a significant impact on education. e-Learning has been becoming most popular. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student. Method Electronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education. Results The results of the reliability test showed that Cronbach’s alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found. Conclusion The results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.

scholarly journals The Effect of Learning Style and General Self-Efficacy on Satisfaction of e-Learning in Dental Student

2021 ◽  
Author(s):  
Tahereh Baherimoghadam ◽  
Shahram Hamedani ◽  
Manoosh Mehrabi ◽  
Navid Naseri ◽  
Nooshin Marzban
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Dental Student ◽  
Global Learning ◽  
Satisfaction Questionnaire ◽  
Level Of Satisfaction ◽  
E Learning ◽  
General Self Efficacy

Abstract Introduction: The COVID-19 pandemic has had a significant impact on education. e-Learning has been becoming most popular. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student. Method: Electronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education. Results: The results of the reliability test showed that Cronbach’s alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found. Conclusion: The results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.

scholarly journals The Relationship between Learning Styles and Career Decision-Making Self-Efficacy among Medicine and Dentistry Students of Ardabil University of Medical Sciences

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Robab Farhang ◽  
Ulduz Zamani Ahari ◽  
Samira Ghasemi ◽  
Aziz Kamran
Keyword(s):  
Decision Making ◽  
Learning Styles ◽  
Learning Style ◽  
Self Efficacy ◽  
Career Decision ◽  
Dental Students ◽  
Career Decision Making ◽  
Medical Sciences ◽  
Chi Square ◽  
The Relationship

Background and Objectives. The career decision-making self-efficacy (CDSE) in medical, pharmacy, and dental students is more important than other disciplines due to professional sensitivity, direct involvement in decision-making for the treatment process, and the significant clinical involvement. It is also expected that learning styles can have a significant impact on the academic success, and the CDSE also affects the quality of clinical care. Therefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. Materials and Methods. This cross-sectional study was conducted on 235 medical interns and fifth- and sixth-year dental students of Ardabil University of Medical Sciences, Iran. The data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Results. The mean age of participants was 25.9 ± 1.30; a majority of them were dental students (134 persons, 59.3%), and 92 were medical students (40.7%). The predominant learning styles in dental and medical students were assimilating (40.3%) and converging (47.8%), respectively. There was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales ( P > 0.05 ). The Chi-square test results showed that a significant difference was observed between the field of study and learning styles of the participants ( P = 0.024 ). Conclusion. This study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants.

Experimental Analysis of Students’ Satisfaction Factors in E-Learning Environment: A Case Study on Saudi Arabian University

2017 ◽  
Vol 16 (02) ◽  
pp. 1750018 ◽  
Author(s):  
Hussein Abdel-Jaber
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Online Courses ◽  
Learning Assessment ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Perceived Satisfaction ◽  
Regulated Learning ◽  
E Learning ◽  
Students Satisfaction

Despite the proliferation of studies outlining the immense benefits obtained from e-learning, the understanding of students’ satisfaction with e-learning in developing countries is still unclear. Therefore, this paper investigates the relationship between Saudi students’ satisfaction with online courses and a number of individual, as well as institutional characteristics cited as robust predictors of students’ satisfaction in the educational literature. These include: students’ levels of internet self-efficacy, self-regulated learning, assessment of course and instructors’ interactivity and their evaluation of the Learning Management System (LMS) used. The results indicated that students’ internet self-efficacy and self-regulated learning constitute critical factors influencing students’ satisfaction with e-learning. Further, students’ assessment of course, as well as instructors’ interactivity are found to marginally affect perceived satisfaction with e-learning among Saudi students. The LMS used (Blackboard) seemed to be the weakest factor influencing students’ experience with online education. Overall, based on the results obtained and in order to maximise the benefits of e-learning; this paper recommends for Saudi universities to extensively use LMS to increase the interactions among primary stakeholders: students–instructors, students–students and students–LMS.

Perceived sources and levels of stress, general self-efficacy and coping strategies in clinical dental students

2017 ◽  
Vol 22 (10) ◽  
pp. 1175-1185 ◽  
Author(s):  
Nilüfer Ersan ◽  
Erdoğan Fişekçioğlu ◽  
Semanur Dölekoğlu ◽  
İnci Oktay ◽  
Dilhan İlgüy
Keyword(s):  
Coping Strategies ◽  
Self Efficacy ◽  
Dental Students ◽  
And Coping ◽  
General Self Efficacy

scholarly journals THE EFFECT OF PROVIDING EDUCATION USING ONLINE MEDIA FOR PREGNANT WOMEN ON MOTHER'S KNOWLEDGE, SUCCESS OF BREASTFEEDING ONLY FOR ONE MONTH AND MOTHER'S SELF EFFICACY

2021 ◽  
Vol 1 (1) ◽  
pp. 144-153
Author(s):  
Ririn Riyadussolihat ◽  
Neli Nurlina
Keyword(s):  
Online Education ◽  
Pregnant Women ◽  
Exclusive Breastfeeding ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Online Media ◽  
Control Group ◽  
P Value ◽  
Maternal Knowledge ◽  
Significance Level

Introduction: Breastmilk is the first food for newborns and is the main nutrition for babies. The low level of exclusive breastfeeding is due to the lack of knowledge of mothers about exclusive breastfeeding. Therefore, in order for mother's knowledge to be good, it can be done by providing education about exclusive breastfeeding. The purpose of this study was to determine the effect of providing education using online media for pregnant women on the knowledge of mothers in breastfeeding, self-efficacy and the success of breastfeeding alone for one month. Methods: This study used a quasi-experimental design with a pre and post-test nonequivalent control group approach. The sampling technique used probability sampling, which consisted of 44 pregnant women in the third trimester. Collection using a questionnaire and analyzed using the chi square test with a significance level of α ≤ 0.05. Results: This study shows that there is no significant relationship between the provision of online education and maternal knowledge with a p value of 0.056 (α ≥ 0.05). There is a significant relationship between providing online education with maternal self-efficacy with a p value of 0.001 (α ≤ 0.05). There was no significant relationship between the provision of education and the success of breastfeeding for 1 month with a p value of 0.186 (α ≥ 0.05). Conclusion: It is suggested that health walkers can increase educational activities regarding exclusive breastfeeding by using any method and in an appropriate, structured and continuous way with direct or indirect interactions so that the knowledge and self-efficacy of mothers about exclusive breastfeeding will be better.

scholarly journals The Impact of Self-Directed Learning Readiness on Critical Thinking and Self-Efficacy among the Students of the School of Physical Education and Sports

2018 ◽  
Vol 7 (6) ◽  
pp. 98 ◽  
Author(s):  
Mehmet Behzat Turan ◽  
Kenan Koç
Keyword(s):  
Critical Thinking ◽  
Physical Education ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Personal Information ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Impact ◽  
General Self Efficacy

The aim of this study was to examine the impact of self-directed learning readiness on critical thinking and general self-efficacy among the students of the School of Physical Education and Sports. In line with this aim, the research sample consisted of 419 students who were randomly selected from the School of Physical Education and Sports in Erciyes University. To collect data, the study used Self-Directed Learning Readiness Scale, Critical Thinking Scale, General Self-Efficacy Scale and 'Personal Information Form' created by the researcher.The data obtained through the Personal Information Form was statistically analyzed using SPSS 20.0 package program. The candidates' personal information and inventory total scores and factor points were presented by calculating frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (β)The study found a positive significant relationship between self-directed learning readiness and critical thinking. A positive significant relationship was also found between self-directed learning readiness and general self-efficacy. Finally, there was a positive high relationship between general self-efficacy and critical thinking.   The results of the study suggest that self-directed learning readiness affects critical thinking and general self-efficacy characteristics as it influences other aspects related to education. Self-directed learning readiness predicts critical thinking and general self-efficacy by 50.5%. Hence, authentic environments should be created to improve students' self-directed learning readiness when preparing education and training programs especially as a significant aspect of modern education systems in today's world.  

Dental students’ education in the era of COVID-19 pandemic: from reality to virtuality: lessons to be learnt. (Preprint)

2020 ◽  
Author(s):  
Rola Alhabshneh ◽  
Anas Alibrahim ◽  
Tahani Abu-Alteen ◽  
Wiam Hamadah ◽  
Yousef Khader
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Dental Students ◽  
New Era ◽  
Learning And Teaching ◽  
Educational Plan ◽  
Dental Procedures ◽  
E Learning ◽  
Comprehensive Search

BACKGROUND The pandemic of coronavirus disease 2019 (COVID-19) has become a major public health challenge for many countries around the world. The global lockdown of educational institutions is going to cause major disruption to students’ learning and cancellation of their yearly assessments. Dental students are particularly at risk, due to the possibility of aerosols produced in many dental procedures that were suggested as a way of transmission of the COVID-19 virus. Shifting to online learning is needed in this era. OBJECTIVE This article aims to review the online learning experience, the effectiveness of tele-dentistry and the importance of implementing dental virtual simulation in preclinical and clinical courses during pandemics. Some suggestions are also provided to widen communication and creativity in the education system. The limitations of online learning and suggested solutions are also discussed. METHODS Two independent investigators conducted an electronic comprehensive search of PubMed/MEDLINE for articles published between 2000 and 2020, using the following search terms: “online education”; “Tele-dentistry”; “Education during pandemics”; “Virtual dentistry”; “COVID-19 reshaping education”; and “Dental E-learning.” Studies were selected and classified as included or excluded based on the title and abstract of the articles by the 2 researchers, working independently. Articles included were published in English, related to dentistry and online education. Articles excluded were not published in English or related to conventional education. It was not possible to analyze included articles, therefore we decided to do narrative review only. Authors’ points of view and suggestions were also added to shed light on the online learning experience and understand its quality and effectiveness during pandemics. RESULTS : from 150 articles reviewed, only 30 articles were found to qualify for inclusion. All included articles discussed online education based on experience of authors and provided some suggestions so that online learning experience becomes more effective. All included articles found that online education is a useful tool to be invested at times of pandemics and that it needs to be empowered and improved by schools and universities. CONCLUSIONS Being successful in riding the wave will take dental learning and teaching into a new era. In the future, every dean and faculty member will understand that online education is not only a potential source for new revenue. Instead, online education will be recognized as an essential core to every educational plan for institutional resilience and academic continuity. CLINICALTRIAL None

Interactive and non-interactive e-learning in prenatal care

2021 ◽  
Vol 29 (10) ◽  
pp. 564-570
Author(s):  
Mehrnaz Geranmayeh ◽  
Zinat Keshtkar Bareghany ◽  
Mitra Zolfghari ◽  
Farahnaz Azizi
Keyword(s):  
Prenatal Care ◽  
Online Education ◽  
Self Efficacy ◽  
Online Questionnaire ◽  
Post Intervention ◽  
Learning Group ◽  
Positive Effects ◽  
Chi Squared ◽  
Quasi Experimental ◽  
E Learning

Background/Aims Ongoing education of midwives plays a key role in high-quality prenatal care and pregnant women's health. In Iran, online education has received growing attention because of the COVID-19 pandemic. This study aimed to compare the effects of interactive and non-interactive e-learning on midwives' knowledge and self-efficacy. Methods This quasi-experimental study involved 76 midwives working in prenatal care in health centres who were randomly divided into two groups: interactive e-learning via computers and non-interactive e-learning via mobile applications. Knowledge and self-efficacy were measured pre- and post-intervention using an online questionnaire and differences were analysed using the chi-squared and t tests. Results Knowledge scores in nutrition, exercise, and overall care during pregnancy increased significantly in both groups in the post-intervention phase. Self-efficacy scores increased in exercise and overall care in the interactive e-learning group. The self-efficacy scores for all four studied items improved significantly in the smartphone group. The two groups' knowledge and self-efficacy scores were not significantly different post-intervention. Conclusions E-learning had positive effects on the knowledge and self-efficacy of midwives. The researchers suggest using these approaches alongside conventional in-service education methods.

Online education and the feeling of (dis)embodiment: A somatic perspective of a learning experience

2020 ◽  
Vol 12 (1) ◽  
pp. 155-161 ◽  
Author(s):  
Marcia Donadel
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Learning Experience ◽  
Point Of View ◽  
Short Report ◽  
Doctoral Research ◽  
Study Programme ◽  
E Learning ◽  
Technological Platform ◽  
Embodied Engagement

The thinking in this short report emerged from the author’s participation as an online learner in the TBI 101 course on Mabel Elsworth Todd by Pamela Matt, The Thinking Body Institute.2 Participation in this course, during a Ph.D. internship period at C-DaRE, Coventry University as a visiting researcher in 2018, prompted reflections on e-learning and feelings of embodied or disembodied experience, particularly in close connection to the author’s doctoral research on sensory and creative possibilities of a somatic approach to improvisation in performer training. This report reviews the pedagogical and technological challenges of the TBI 101 study programme in order to better understand the potential connections between (dis)embodied research and online learning, and to offer a foundation for a somatic point of view on e-learning. The thinking offered here investigates different levels of (dis)embodied engagement, suggesting it is dependent on the synergy of the participant’s learning style, the technological platform and the pedagogical approach.

scholarly journals Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students in Higher Education: Is there a Relationship?

2018 ◽  
Vol 7 (1) ◽  
pp. 68 ◽  
Author(s):  
Ahmad Asakereh ◽  
Nouroddin Yousofi
Keyword(s):  
Academic Achievement ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Reflective Thinking ◽  
Self Esteem ◽  
Thinking Skills ◽  
State Universities ◽  
Background Information ◽  
Efl Students ◽  
General Self Efficacy

The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information questionnaire, the reflective thinking skills questionnaire (Kember et al., 2000), the general self-efficacy scale (Schwarzer & Jerusalem, 1995) and Rosenberg self-esteem scale (Rosenberg, 1965). The results of two correlation matrixes revealed that there were statistically significant positive relationships between general self-efficacy, self-esteem and academic achievement of Iranian EFL students, while reflective thinking had no significant relationship with self-esteem, self-efficacy and academic achievement of the participants; in addition, no significant relationship between the components of reflective thinking and academic achievement of Iranian EFL students was observed. Moreover, the results of multiple regression analysis showed that between self-esteem and self-efficacy, the former was a stronger predictor of academic achievement of the Iranian EFL students. 

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