scholarly journals Impact of COVID-19 pandemic on dental academia. Students’ experience in online education and expectations for a predictable practice.

2020 ◽  
Author(s):  
Susan Hattar ◽  
Abeer AlHadidi ◽  
Faleh A Sawair ◽  
Islam Abd Alraheam ◽  
Ahmad El-Ma’aita ◽  
...  
Keyword(s):  
Online Education ◽  
Clinical Training ◽  
Good Method ◽  
Dental Students ◽  
Independent Practice ◽  
Professional Skills ◽  
Face To Face ◽  
Education Experience ◽  
Distant Learning ◽  
The Impact

Abstract AbstractBackground: The quarantine associated with the COVID-19 pandemic forced dental schools to suspend their clinical training and to shift to distant learning methods. The aim of this study is to investigate the impact of COVID-19 quarantine on the preparedness of dental graduates and to explore the efficacy and limitations of online education from students’ perspectives. Methods: the questionnaire distributed to dental students comprised of two main sections; first part covered the online education experience and the second part measured the level of preparedness for a range of cognitive, communication and professional skills. Results: the survey yielded a response rate of 72%. The majority of students (77%) agreed that they missed educational experiences as a result of the lockdown. More than half of them felt less motivated in following-up with distant e-learning and believed that online assessment is not a good method for evaluation. A high percentage of the students (66%) thought that online group discussions has a positive value whilst 67% preferred online lectures compared to theatre lectures. Majority of students particularly 5th year (78.7%) (p<0.001) stated that the quarantine increased their collaboration with their colleagues. According to 87% of students, the experience most negatively affected was their clinical training.In general, students showed satisfactory preparedness related to a range of attributes and professional skills, however, nearly two-thirds of them prefer to be mentored and favor a structured year of residence. Conclusions: Data showed that students partially appreciated the online system, whereas they did not consider it a substitute for face to face clinical practice. The overall preparedness level was promising, however, some skills regarding evidence-based practice need consolidation. Students had reservations regarding independent practice following graduation.

scholarly journals Impact of COVID-19 pandemic on dental education: online experience and practice expectations among dental students at the University of Jordan

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Susan Hattar ◽  
Abeer AlHadidi ◽  
Faleh A. Sawair ◽  
Islam Abd Alraheam ◽  
Ahmad El-Ma’aita ◽  
...  
Keyword(s):  
Online Education ◽  
Clinical Training ◽  
Good Method ◽  
Dental Students ◽  
Independent Practice ◽  
Professional Skills ◽  
Education Experience ◽  
Distant Learning ◽  
Perceived Preparedness ◽  
The Impact

Abstract Background The quarantine associated with the COVID-19 pandemic forced dental schools to suspend their clinical training and to shift to distant learning methods. The aim of this study is to investigate the impact of quarantine on the self-perceived preparedness of dental graduates and to explore the efficacy of online education from students’ perspectives. Methods The questionnaire distributed to dental students comprised of two main sections. The first part covered the online education experience, and the second part measured the level of self-perceived preparedness for a range of cognitive, communication and professional skills. Results The survey yielded a response rate of 72%. The majority of students (77%) agreed that they missed educational experiences as a result of the lockdown. More than half of them felt less motivated to follow-up with distant e-learning and believed that online assessment is not a good method for evaluation. A high percentage of the students (66%) thought that online group discussions had a positive value while 67% preferred online lectures compared to theatre lectures. Majority of students particularly 5th year (78.7%) (p < 0.001) stated that the quarantine increased their collaboration with their colleagues. According to 87% of students, the experience most negatively affected was their clinical training. In general, students showed satisfactory self-perceived preparedness related to a range of attributes and professional skills. Conclusions The data showed that students partially appreciated the online system, whereas they did not consider it a substitute for face to face clinical practice. The overall self-perceived preparedness level was promising; however students had reservations regarding independent practice following graduation.

scholarly journals Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meixun Zheng ◽  
Daniel Bender ◽  
Cindy Lyon
Keyword(s):  
Online Learning ◽  
Comparative Study ◽  
Online Courses ◽  
Dental Students ◽  
Dental School ◽  
Perceived Effectiveness ◽  
Course Performance ◽  
Didactic Instruction ◽  
Face To Face ◽  
The Impact

Abstract Background The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students’ attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic. Method The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students’ perceived effectiveness of online courses during the pandemic was assessed with a survey. Students’ course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019. Results Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students’ perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019. Conclusions This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.

scholarly journals Transition to Online Education during the COVID-19 Pandemic: Impact of Changes in Alcohol Consumption and Experiencing Hangovers on Academic Functioning

2021 ◽  
Vol 10 (22) ◽  
pp. 5332
Author(s):  
Agnese Merlo ◽  
Pauline A. Hendriksen ◽  
Johan Garssen ◽  
Elisabeth Y. Bijlsma ◽  
Ferdi Engels ◽  
...  
Keyword(s):  
Academic Performance ◽  
Alcohol Consumption ◽  
Online Education ◽  
Academic Functioning ◽  
Pharmacy Students ◽  
Face To Face ◽  
Time Investment ◽  
Improved Performance ◽  
Positive Correlations ◽  
The Impact

In the Netherlands, the 2019 coronavirus (COVID-19) pandemic had a significant impact on daily life, with two extensive lockdowns enforced to combat the spread of the SARS-CoV-2 virus. These measures included the closure of bars and restaurants, and the transition from face-to-face to online education. A survey was conducted among Dutch pharmacy students and PhD-candidates to investigate the impact of COVID-19 lockdown on alcohol consumption, hangovers, and academic functioning. The analysis revealed a significant reduction in both quantity and frequency of alcohol consumption during the COVID-19 lockdown periods. This was accompanied with a significant reduction in hangover frequency and lower hangover severity during COVID-19 lockdown periods. The distribution of scores on academic performance showed great variability between respondents: while some participants reported impairment, others reported improved performance during the COVID-19 pandemic, or no change. Women reported that significantly more time investment was associated with maintaining these performance levels. Consistent among participants was the notion of reduced interactions with teachers and other students. Participants who reported more hangovers and most severe hangovers before COVID-19 benefited from the lockdown periods in terms of improved academic performance. Positive correlations were found between study grades/output and both the frequency and severity of hangovers experienced before COVID-19, suggesting that heavier drinkers, in particular, improved academic performance during the lockdown periods. In conclusion, COVID-19 lockdowns were associated with a significant reduction in both alcohol consumption and experiencing hangovers, which was, among heavier drinkers particularly, associated with significantly improved academic functioning.

Inequality and Access to Online Education During a Global Crisis

2021 ◽  
pp. 340-361
Author(s):  
Herbert Ntuli ◽  
Edwin Muchapondwa ◽  
Victor Ntuli ◽  
Lina Mangwende
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Education Policies ◽  
Face To Face ◽  
Free Data ◽  
The Impact ◽  
Method Approach

The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.

scholarly journals Teaching during Covid-19: Teacher and Students’ Experience

2020 ◽  
Vol 8 (2) ◽  
pp. 25-35
Author(s):  
Irtifa Mukhter ◽  
Richa Chowdhary
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Universities And Colleges ◽  
Face To Face ◽  
Teachers And Students ◽  
Social Media Platforms ◽  
Open Discussion ◽  
Research Questions ◽  
The Impact

On March 2020 most of the educational institutes in India stopped face to face contact with students as a result of countrywide lockdown which was imposed due to COVID-19 pandemic. The impact of the lockdown has affected the students and cast a shadow on the entire education system. Restrictions have led many universities and colleges to opt for online learning to curtail the spread of Coronavirus. To overcome lockdown, online education became the primary pathway amidst technological challenges. Teachers had possibly more to do than the students and those teachers who were technologically confronted had their limits tested. The students, on the other hand, had myriad challenges to face. The current study draws on the experiences of teachers and students to the introduction of the online learning method during the pandemic.   Qualitative research methods were utilised to answer the research questions.  The study recruited students in the age of 18-25 and teachers in the age of 35-60 years through social media platforms.  Informed consent was obtained, and thereafter the respondents were interviewed via telephone (NAPSWI, 2015). The study additionally utilised and analysed open discussion content of the National Association of Professional Social Workers in India (NAPSWI) webinars relevant to online teaching and their experiences.

A Conceptual Study on Employer Perception towards Hiring Employee with Online Degree/Certification

2020 ◽  
Vol 16 (3) ◽  
pp. 1-14
Author(s):  
Naresh B. ◽  
Rajalakshmi M.
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Vital Role ◽  
Geographical Differences ◽  
Course Content ◽  
Face To Face ◽  
Conceptual Study ◽  
Major Factors ◽  
The Impact

Higher education is enduring a transition across the world. This transition leads to the introduction of technology into the education system and provides opportunities to pursue a degree through online participation. According to Bramble and Panda, globalization plays a vital role in recognizing the necessity of providing online learning opportunities in higher education. The stakeholders and education institutions are very much concerned about the massive potential of online learning models. In the span of a decade, the demand for online courses has increased due to change in technology, lifestyle, economics, concerns of employees to develop knowledge, new competency skills and thinning out the geographical differences, etc. The innovative archetype of the online education is significant in quality, course content, satisfaction, and the perception of the users from various levels when compared to traditional face-to-face classroom systems. As a result, online education is more effective and efficient than the model of face-to-face education. The main objective of this research is to analyse and measure the various factors that affect employer perception towards online education systems in their recruitment process and cycle. 549 articles have been examined in terms of integrated literature review system to measure the impact. The result indicates, awareness, readiness, credentials and reputation are the major factors that affect employer perception on hiring decision.

scholarly journals Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action

2020 ◽  
Vol 12 (14) ◽  
pp. 5646 ◽  
Author(s):  
Luis Espino-Díaz ◽  
Gemma Fernandez-Caminero ◽  
Carmen-Maria Hernandez-Lloret ◽  
Hugo Gonzalez-Gonzalez ◽  
Jose-Luis Alvarez-Castillo
Keyword(s):  
Online Education ◽  
Information And Communication Technologies ◽  
Paradigm Shift ◽  
Emergency Situation ◽  
Communication Technologies ◽  
Education Professionals ◽  
Face To Face ◽  
Novel Approach ◽  
Information And Communication ◽  
The Impact

This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.

scholarly journals INFLUENCE OF USING TOOLS IN PRE-CLINICAL AND CLINICAL TRAINING OF DENTAL STUDENTS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
V.S Serikov ◽  
Keyword(s):  
High Speed ◽  
Clinical Training ◽  
Dental Students ◽  
Practical Training ◽  
Psychomotor Skills ◽  
Low Speed ◽  
Self Confidence ◽  
The Difference ◽  
The Impact ◽  
Real Patients

The purpose of this study is to evaluate the impact of using tools in pre - clinical and clinical training of dental students. In this study, the goal was to evaluate the effects of using high-speed and low-speed handpieces by dental students during their preclinical practical training on phantoms and compare them with polyclinic work on real patients. In the course of the study, students were asked to perform first-class black cavities dissection using low-speed and high-speed turbine tips. Thus, the type of tip speed did not affect the theoretical capabilities of students of the faculty of dentistry when testing and preparing carious cavities of class I. However, there were differences in the practical training of dental students and the inability to create the correct tooth cavity, due to the difference in the speed of movement of the boron head of a high-speed turbine tip. The data obtained in the course of the study indicate the need to implement an educational program using real high-speed turbine tips in order to improve the practical training of students of the faculty of dentistry. The use of high-speed tips can strengthen the self-confidence of dental students and ensure the acquisition of cognitive thinking and psychomotor skills from working with phantoms to clinical practice.

scholarly journals The Effectiveness of Online Education in Basic Medical Sciences Courses during the COVID-19 Pandemic in Saudi Arabia: Cross-Sectional Study

2021 ◽  
Vol 14 (1) ◽  
pp. 224
Author(s):  
Mohamed A. Alblihed ◽  
Syed Moyn Aly ◽  
Ashraf Albrakati ◽  
Ahmed Fathy Eldehn ◽  
Shaimaa Ahmed Awad Ali ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Medical Students ◽  
Online Education ◽  
Blended Learning ◽  
Student Perception ◽  
Dental Students ◽  
Educational Process ◽  
Cross Sectional ◽  
Significant Difference ◽  
The Impact

Coronavirus-19 (COVID-19) is an emerging pandemic that has caused significant disruptions to education, resulting in marked scholar closures across the world. The present study documents the student perception of the online educational process at six universities in Saudi Arabia during the COVID-19 lockdown period. The individual variable factors, i.e., institution, sex, and blended learning, that might influence student perception were also investigated. In this respect, a questionnaire that assessed the impact of COVID-19 on the online learning process and student perception was emailed to a total of 17,230 students from 3 institutions (medical, applied health and dental students) affiliated with six universities in Saudi Arabia. Principal component analysis (PCA) was performed to determine the validity of the questionnaire. A total of 4850 (28%) students responded to the questionnaire and 46.9% (n = 2275) of the respondents were highly satisfied with their online education. Analyses of the scores from the students showed a highly significant difference (p = 0.000) between the male and female students. Applied health students (highly satisfied score = 63.13) were the most satisfied with their online education, while medical students (highly satisfied score = 39.3) were the least satisfied with this education. In addition, applied health, dental and medical students showed a significantly higher score in favor of blended learning after schools re-open (p = 0.000). Collectively, student satisfaction with online education was common, and blended learning was preferred over the traditional format by both genders and all the students. The present data provide interesting contributions and evidence for policy makers and implementers, which might be helpful for the judgment side of decision making.

THE IMPACT OF TECHNOLOGY ON ONLINE COURSE INTEGRITY: A PILOT STUDY

2020 ◽  
Vol 8 (11) ◽  
pp. 19-26
Author(s):  
Rhonda Richards ◽  
Robert Stevens ◽  
Lawrence Silver ◽  
Kitty Campbell
Keyword(s):  
Online Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Faculty Perceptions ◽  
Academic Misconduct ◽  
Internet Survey ◽  
Face To Face ◽  
Available Technology ◽  
Impact Of Technology ◽  
The Impact

The March 2020 COVID-19 pandemic caused many universities to move face-to-face and hybrid courses to completely online formats, resulting in increased challenges to academic integrity. Although academic misconduct and academic dishonesty among students is nothing new, the literature is inconclusive as to whether there is more cheating in online classes than in face-to-face classes. However, online education has made it much more difficult for instructors to detect instances of cheating. The purpose of this study is to identify faculty perceptions and attitudes regarding student violations of academic integrity, particularly in online courses. An Internet survey link was sent to all faculty at a southwestern university. Responses revealed that although faculty are aware of the threat of technology to academic integrity, many do not use the available technology safeguards.

Sign in / Sign up

Export Citation Format

Share Document