scholarly journals The perspective of undergraduate dental students on web-based learning in pediatric dentistry during the COVID-19 pandemic: a Korean multicenter cross-sectional survey

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lan Herr ◽  
Myeong Kwan Jih ◽  
Jonghyun Shin ◽  
Yong Kwon Chae ◽  
Hyo-Seol Lee ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
South Korea ◽  
Education Program ◽  
Pediatric Dentistry ◽  
Dental Students ◽  
Online Classes ◽  
Web Based ◽  
Web Based Learning ◽  
Dental Schools

Abstract Background The COVID-19 pandemic changed the world and created a shift in the dental education program. This sudden change in the dental education program may have affected the academic standards of dental students. This study aimed to evaluate the overall satisfaction and effectiveness of online learning in pediatric dentistry of undergraduate dental students’ during the COVID-19 pandemic in South Korea. Methods An anonymous online survey was sent to three dental schools, and responses were collected from dental school students. Questions included the demographics, perspectives of online classes, comparison of online and offline pediatric dentistry classes and opinions on how dental schools are handling the pandemic. Students’ perspectives on online classes were evaluated based on satisfaction with online education. Data were analyzed using the Kruskal-Wallis test and the Mann-Whitney U test. Results Most students took online classes from home (80.9%) using Zoom (50.4%). The majority reported overall program satisfaction (74.1%) and agreed that universities implemented online classes well (55%). Students who were in favor of online classes responded more positively to questions on the effectiveness and safety of online learning (p < 0.05). Regardless of satisfaction with online education, the students agreed that the online education shift was the right decision in pandemic outbreak. Conclusions Dental students in South Korea preferred and adapted well to the web-based learning program in pediatric dentistry during COVID-19 pandemic.

Learning to Teach Mathematics Online

2020 ◽  
pp. 234-244
Author(s):  
Patrick Wachira
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Online Education ◽  
Education Reform ◽  
Mathematics Teaching ◽  
Subject Matter Knowledge ◽  
Web Based ◽  
Web Based Learning ◽  
Pedagogical Skills ◽  
The Us

Online learning has become an important vehicle for student learning. The number of students choosing the online learning option to earn their degrees has grown over the recent years. Many universities across the US already offer web-based learning and are placing more courses online. This trend is motivated by several issues among which is new pedagogical opportunities web-based learning provides, advancement on research in online education, increasing student numbers, reaching diverse audiences, and meeting students at their own time and place. Even so, there is little research on its effectiveness especially in the context of mathematics teaching to strengthen preservice teachers' subject-matter knowledge and pedagogical skills. This chapter presents an investigation into how online learning can meet the goals of teaching mathematics in a way that is consistent with mathematics education reform goals of developing mathematical understanding.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

Using Web-Based Technologies for Transformative Hybrid Distance Education

2011 ◽  
pp. 37-55 ◽  
Author(s):  
Nory Jones ◽  
Gloria Vollmers
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Real World ◽  
Learning Experiences ◽  
Shared Vision ◽  
Lessons Learned ◽  
Web Based ◽  
Perceived Need ◽  
Hybrid Distance

This paper shares the experiences and lessons learned from an experimental graduate class using web-based technologies that resulted in the development of a state-wide entrepreneurship knowledge portal. Research suggests that real-world relevant projects greatly enhance online learning experiences. Our class experience supports that model, demonstrating the power of a shared vision and perceived need for the entrepreneurship portal. This paper also explores emerging web-based technologies, issues and challenges associated with teaching a complex course using web-based technologies and trends in online education.

Towards a Personalized E-Learning System

2011 ◽  
pp. 2124-2134
Author(s):  
Elvis Wai Chung Leung ◽  
Qing Li
Keyword(s):  
Online Education ◽  
Economic Benefit ◽  
Learning System ◽  
Development Cost ◽  
Web Based ◽  
Course Materials ◽  
Web Based Learning ◽  
Interactive Environment ◽  
E Learning ◽  
The Web

To cope with the increasing trend of learning demand and limited resources, most universities are taking advantage of Web-based technology for their distance education or e-learning (Montelpare & Williams, 2000). One of the reasons is due to the significant price drop of personal computers in recent decades; the Internet and multimedia have penetrated into most households. Moreover, most students prefer to learn from an interactive environment through a self-paced style. Under the Web-based learning model, students can learn anytime, anywhere because they are not required to go to school on schedule (Appelt, 1997). Meanwhile, universities also enjoy the economic benefit due to the large student base that can share the development cost of course materials and other operational expenses. Gradually, more and more universities follow this similar way to provide online education.

scholarly journals Cariology education for undergraduate Brazilian dental students

2018 ◽  
Vol 66 (3) ◽  
pp. 239-244
Author(s):  
Daiana Back GOUVEA ◽  
Sonia GROISMAN ◽  
Marcelo José Strazzeri BÖNECKER ◽  
Fabio SAMPAIO ◽  
Saul Martins PAIVA ◽  
...  
Keyword(s):  
Core Curriculum ◽  
Response Rate ◽  
Pediatric Dentistry ◽  
Dental Erosion ◽  
Dental Students ◽  
Item Questionnaire ◽  
Dental Hard Tissues ◽  
Second Year ◽  
Dental Schools ◽  
Education In Brazil

ABSTRACT This study sought to provide an overview of current cariology education for undergraduate Brazilian dental students. Data collection was via a Portuguese version of a 12-item questionnaire (Schulte et al., 2011) that was sent to all Brazilian dental schools (n = 219). The response rate was 57.0% (n = 125). Of the schools that returned the questionnaire, 84.8% supported the development of a Brazilian cariology curriculum. The units responsible for teaching cariology were predominantly operative dentistry (49.6%), pediatric dentistry (49.6%), dental public health (44.8%), and cariology (32%). Theoretical teaching of cariology (74.4%) and pre-clinical exercises (63.2%) were cited to occur mainly during the second year of the course, while clinical activities were placed in the third (71.2%) and fourth (64.8%) years. Among respondents, 76.8% of the schools included dental erosion and 86.4% included defects of dental hard tissues, such as abrasion, in teaching cariology. This survey was able to determine the panorama of cariology education in Brazil and to detect some differences among Brazilian geographic areas. The promotion of a workshop to discuss the topics that should be taught to undergraduate dental students and the development of a Brazilian core curriculum in cariology would be likely to reduce the differences in teaching cariology in Brazil.

scholarly journals Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation

2018 ◽  
Vol 7 (1) ◽  
pp. 87-107
Author(s):  
Dilani Perera-Diltz ◽  
R.J. Davis ◽  
Sedef Uzuner Smith ◽  
Carl Sheperis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Self Regulation ◽  
Online Classes ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Instructor Feedback

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. 

scholarly journals COVID-19 and a Call to Adapt Dental Education

2021 ◽  
Vol 2 ◽  
Author(s):  
Murad Alrashdi ◽  
Ahmed Hameed ◽  
Abdullah Aljabr
Keyword(s):  
Clinical Education ◽  
Dental Education ◽  
School Administrators ◽  
Dental Students ◽  
Dental School ◽  
Web Based ◽  
Early Effect ◽  
School Research ◽  
Regulatory Bodies ◽  
Dental Schools

Introduction: COVID-19 has harmed the economic, academic, and clinical pursuits of dental educational institutions and dental students. As dental associations, health agencies, and regulatory bodies around the globe announced the need for social distancing and stricter safety measures, some dental schools worldwide have been adapting to accommodate for such changes.Methods: This review attempts to provide a general picture of the early responses of some dental schools worldwide to the COVID-19 crisis and identify some of the regulations that influenced dental schools' initial decisions. An analytical approach was used to assess changes to dental school curriculums in didactic (academic/non-clinical) and clinical education, examinations, administration, and dental school research. The assessment was based on a web-based search of a variety of online global references including research articles, reviews, letters, press releases, and surveys regarding the early effect of covid-19 on dental education at some dental institutions in the U.S, Europe, and Asia from late February to early July of 2020. The review also offered further recommendations to dental school administrators regarding the future of dental education during the early stages of a pandemic.Conclusions: Innovations in technology and blended educational methodologies will continue to influence how certain dental schools around the world adapt to the changes caused by COVID-19 and better prepare dental education institutions for potential future public health disruptions.Clinical significance: Dental schools will need to adapt their education system to improve didactic, preclinical, clinical, administrative, and research components of dental education in response to the changes caused by COVID-19 and future pandemics.

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

Faculty Support Systems

2011 ◽  
pp. 1022-1026
Author(s):  
Jason D. Baker ◽  
Robert J. Schihl
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Production Costs ◽  
Common Belief ◽  
Faculty Support ◽  
Web Based ◽  
Learning Programs ◽  
Specialized Equipment ◽  
Online Course Development

One factor that has led institutions to develop online learning programs is the perception that they have lower production costs than campus-based courses, particularly as the numbers of students increase. Hülsmann (2004) noted that this view was a significant tenet in the argument supporting distance learning in developing nations. Specifically, he described the common belief that “distance education is able to deal with large numbers more cost-effectively than traditional education, and has proved to do so also in developing countries” (Introduction section, paragraph 3). To one extent, this is a valid viewpoint. Unlike earlier distance education approaches, such as print-based correspondence courses and full-motion videoconferencing, online learning doesn’t require the purchase of high-cost specialized equipment such as videoconferencing rooms or publishing systems. Although there are numerous examples of institutions spending far more per course than traditional programs—NYUonline was rumored to have spent upwards of $1 million per course (Maeroff, 2003)— a motivated instructor can create and publish components of a Web-based course on a personal computer and then upload the materials to a free Web hosting service and instantly teach online to students anywhere in the world. The relative ease of creating Web-based materials, however, can mask larger challenges that face online education providers. Providing effective online faculty support is one area that can be easily overlooked with such a myopic view of online course development.

Learning through Web-Based Authoring Tools

2015 ◽  
pp. 269-278
Author(s):  
Tony Lee ◽  
Doo Hun Lim
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Generation X ◽  
Authoring Tools ◽  
Web Content ◽  
Web Based ◽  
Baby Boomer Generation ◽  
Learning Content ◽  
Readiness To Learn ◽  
The Web

The Web-based authoring tools are great additions to online education and training programs. This chapter provides a portrait of roles and impacts of Web-based authoring tools in online learning environments. With all the unique functions and options that are available in Web-based authoring tools, it is not required for instructors and trainers to be Web development experts to create quality online learning instructions that meet the needs of the multi-generational learners (i.e., traditionalist, baby boomer, generation X, and generation Y). In addition, the Web-based authoring tools enable instructors and trainers to create media-rich learning instructions and transform dry Web content into engaging and exciting learning content. Besides recreating and transforming Web content, Web-based authoring tools also play an important role in expanding learners' attention spans and their readiness to learn.

Sign in / Sign up

Export Citation Format

Share Document