scholarly journals Computer-Based 3D Simulation Method in Dental Occlusion Education: Student Response and Learning Effect

2020 ◽  
Vol 10 (17) ◽  
pp. 6073
Author(s):  
Hai Yen Mai ◽  
Hang-Nga Mai ◽  
Du-Hyeong Lee
Keyword(s):  
Teaching Methods ◽  
Simulation Method ◽  
Dental Students ◽  
3D Simulation ◽  
Dental Occlusion ◽  
Learning Effects ◽  
Occlusal Adjustment ◽  
Simulation Group ◽  
Computer Based ◽  
Presentation Group

Occlusion is a fundamental subject in dental education, and occlusal adjustment is clinically essential in daily dental practices. This study aimed to assess the effects of computer-based 3D simulations on learner responses and learning effect on the principles of occlusal adjustment in undergraduate dental students in comparison with the traditional approach. Two teaching methods, i.e., paper-based 2D presentation and computer-based 3D simulation, were used for teaching the occlusal adjustment concepts. Sixty dental students were divided into two groups using a pair-matching randomization method. In the 2D presentation group, a textbook with 2D illustrations was used. 3D graphic dental models and computer design software were applied in the 3D simulation group. After the course, an attitudinal survey and examination were conducted to evaluate the participants’ feedback and the learning effects resulting from the teaching methods. The independent t test was used to compare the test scores between groups (with α = 0.5). Pearson’s correlation coefficient was calculated to investigate the agreement between the survey data and test scores. Most of the students’ feedback indicated that the 3D simulation method would be effective in acquiring knowledge on occlusion and jaw movement. The examination scores were significantly higher in the 3D simulation group compared with those in the 2D presentation group in the questions for centric relation (P = 0.034). Conversely, the scores were insignificant in the questions for eccentric relation (P = 0.403). There was no correlation observed between the survey data and the actual examination score. Computer-based 3D simulation could increase the participants’ expectations and learning effects in dental occlusion education. Further studies in diversified learning environments are required on the efficacy of digital educational modality.

scholarly journals Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Zhiwei Jiang ◽  
Danji Zhu ◽  
Jialu Li ◽  
Lingfei Ren ◽  
Rui Pu ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Online Survey ◽  
Teaching Method ◽  
Dental Education ◽  
Dental Students ◽  
Resident Physician ◽  
Physician Training ◽  
Cross Sectional ◽  
Case Based Learning

Abstract Background Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education, as school buildings were closed. Online dental teaching provided an alternative teaching tool for dental education. However, the efficiency of online dental teaching and student preferences for online dental teaching are unclear. Aim To investigate the satisfaction with online dental teaching practices among undergraduate dental students and standardized resident physician training students during the COVID-19 pandemic in China. Methods A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University participated in the study. A 12-item survey was conducted. This investigation included the teaching methods received, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course regarding COVID-19 prevention, and the effects of teaching. The percentages were then calculated and evaluated for each item. Results A total of 161 students (104 undergraduate dental students and 57 standardized resident physician training students) participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), and research-based learning (RBL) were selected as teaching methods. Students were more satisfied with LBL and CBL than PBL, RBL, and TBL. The majority of students had more than four classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% of students participated in courses on COVID-19. After training, the students consciously chose to wear face shields and protective clothing. Conclusions Dental students accepted online dental learning during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 transmission in the dental clinic.

scholarly journals The Impact of Young Entrepreneurs’ Network Entrepreneurship Education and Management System Innovation on Students’ Entrepreneurial Psychology

2021 ◽  
Vol 12 ◽  
Author(s):  
Zeyu Wang ◽  
Run Tang ◽  
Xin Cheng
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Entrepreneurship Education ◽  
Simulation Method ◽  
Professional Status ◽  
Traditional Teaching ◽  
Case Study Method ◽  
Scene Simulation ◽  
Test Result

The purpose of the study is to solve the problems existing in entrepreneurship education and management under computer technology. The teaching content of entrepreneurship education in colleges and universities is proposed. Since entrepreneurship education is practical, the auxiliary mechanism of entrepreneurship education also needs to be highly integrated with entrepreneurship practice. First, the network entrepreneurship teaching and management system is constructed, and students’ entrepreneurial creativity, communication ability, leadership ability, and qualities are taken as the research object. Second, the traditional teaching method, case study method, and scene simulation method are used to analyze and discuss the influence of the entrepreneurial teaching mode, entrepreneurial experience, and entrepreneurial ability on students’ entrepreneurial psychology. Finally, the questionnaire survey is used to conduct the relative sample t-test (Student’s t-test), and the influence of three teaching methods on students’ learning effects is analyzed. The influence of the three teaching methods on students’ entrepreneurial psychological states is further analyzed by the statistical method. The experimental results show that the test result of the scene simulation method and the traditional teaching method is 0.584, the test result of the scene simulation method and the case study method is 0.842, and the test result of the case study method and the traditional teaching method is 0.595. This shows that the scene simulation method has a significant impact on students’ entrepreneurial psychology and their entrepreneurial ability. In addition, students’ cognition of professional status significantly affects their entrepreneurial psychology and attitudes, and the correlation coefficient is 0.576. Therefore, it is suggested that colleges and universities should adopt the scene simulation method to improve the teaching quality of entrepreneurship education and strengthen students’ cognition of professional status and their entrepreneurial practice.

scholarly journals Real-time Online College Writing Teaching Methods to Promote Interaction Between Class Members －Based on the results of analyzing the needs of college students

2021 ◽  
Vol 15 (5) ◽  
pp. 113-128
Author(s):  
Yun-Bin Lee
Keyword(s):  
Real Time ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
College Writing ◽  
Specific Class ◽  
Learning Effects ◽  
Online Classes ◽  
Written Text ◽  
Education Environment ◽  
Practice Method

The purpose of this study is to construct and propose real-time online college writing teaching methods to promote interaction between class members (instructor-learner, learner-learner). Through surveys and interviews with learners who hadn’t experienced real-time, online college writing education, we confirmed that the main perceptions and demands of learners for real-time online classes were as follows: First, the learners’ reluctance to show oneself in such a class and the demand for interaction with minimal online exposure. Second, the burden of writing in an isolated environment and the demand for detailed assistance of instructor’s in the writing process. Third, the reluctance to show the learner’s written text and the demand for receiving sufficient feedback anonymously. Therefore, this study proposed the following three teaching methods: First, a method to ensure learner anonymity to allow learners to participate in classes using a “sub-character” rather than their real names. Second, to conduct a short [lecture-practice-feedback] method, instead of a one-time [lecture-practice] method, was implemented several times in one class. Thirdly, to simultaneously share the learners' practice results through chat windows and to provide multiple types of feedback. This study confirmed that the proposed methods promote interaction between members in an online writing education environment and generate positive teaching and learning effects by reviewing specific class application cases and the learners' responses to these classes.

Improving Students’ Computing Skills and Attitudes toward Learning via Web-Mediated Self-Regulated Learning with Feedback in an Online Problem-Solving Environment

2011 ◽  
Vol 3 (2) ◽  
pp. 37-53 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Problem Solving ◽  
Teaching Methods ◽  
Learning Effects ◽  
Innovative Teaching ◽  
Self Regulated Learning ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Problem Solving Environment ◽  
Regulated Learning ◽  
Computing Skills

Online learning is generally a solitary process without teachers’ on-the-spot assistance. To help students achieve sustained learning effects, the authors conducted a quasi-experiment to explore the effects of web-mediated self-regulated learning (SRL) with feedback on enhancing students’ computing skills, and their attitudes toward blended learning through online problem-solving. In this study, two cases were studied and compared, one a class deploying web-mediated SRL with feedback and the other without. The results showed that students who received web-mediated SRL with feedback outperformed those without feedback on computing skills and exhibited positive attitudes toward this instruction integrated with innovative teaching methods and technologies.

Simulation on 3D Computer Dynamic Cloth Simulation Process

2013 ◽  
Vol 380-384 ◽  
pp. 1585-1588
Author(s):  
Chen Shen ◽  
Min Ying Zong
Keyword(s):  
Simulation Method ◽  
Experimental Results ◽  
3D Simulation ◽  
Particle Model ◽  
Simulation Algorithm ◽  
Cloth Simulation ◽  
Development Platform ◽  
Simulation Process ◽  
Moving Particle

In the process of complex cloth modelling, the cloth tissues mobile disorderly, resulting in ineffective modeling and other problems. To address the problems mentioned above, a corresponding solution is put forward. Based on the HLA development platform and Vega development platform, a 3D cloth simulation method which improves the simulation algorithm of annealing is proposed. Some related processings are performed on the cloth image, and the moving cloth issues are simulated using the improved fast cloth moving particle model to complete 3D simulation of the cloth. Experimental results show that this method can describe the complex cloth issues accurately, quickly and completely, and achieves desirable results.

scholarly journals 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources?

2020 ◽  
Vol 8 (3) ◽  
pp. 95
Author(s):  
Paulina Poblete ◽  
Sean McAleer ◽  
Andrew G Mason
Keyword(s):  
Technology Development ◽  
Clinical Skills ◽  
Dental Education ◽  
Design Method ◽  
Dental Students ◽  
Dental Occlusion ◽  
Learning Resource ◽  
3D Technology ◽  
Starting Point ◽  
Technology Tool

The aim of this study is to identify topics (knowledge and skills) from the dental curricula that would benefit from having a 3D learning resource using an exploratory sequential design method. The first phase targeted stakeholders from a Scottish dental school. Seven focus groups and three interviews disclosed 97 suitable topics for 3D technology development. These results were used to construct a survey that was sent to final year dental students, newly dental graduates and academics from three Scottish universities. The survey asked participants to rank each item based on the perceived benefit that a 3D learning resource would have for dental education. Results revealed that detailed anatomy of the temporomandibular joint, dental anaesthesiology, dental clinical skills techniques, dental occlusion and mandibular functioning were top priorities. Gender differences only appeared in relation to ‘Extraction techniques: movements and force’ (p < 0.05), this topic was considered to be more beneficial by females than by males. No statistical difference was found when comparing results of graduates with undergraduates. These results serve as a starting point when developing a new 3D technology tool for dental education, considering users demands and perceived needs has the potential to benefit dental students and dental education directly.

scholarly journals Computer-aided instruction on an MBA programme

1982 ◽  
Vol 13 (3) ◽  
pp. 121-125
Author(s):  
Jonathan Miller
Keyword(s):  
Graduate School ◽  
Learning Process ◽  
Teaching Methods ◽  
Current Status ◽  
Computer Aided Instruction ◽  
Business Software ◽  
Computer Aided ◽  
Computer Based ◽  
University Of Cape Town ◽  
The University

The Graduate School of Business of the University of Cape Town (UCT) recently acquired a powerful mini-computer with interactive terminals and a range of educational and business software. This paper applies a particular model of the learning process in order to choose the most effective computer-based teaching methods for the MBA programme. It is argued that this choice must take into account characteristics of the learner, the learning environment, the material being learned and the stage of the learning process. These elements and the current status of computer-aided instruction on the UCT MBA programme are described and basic policy guidelines are presented.

Technologically Assisted Instruction and Student Mastery, Motivation, and Matriculation

1997 ◽  
Vol 24 (3) ◽  
pp. 207-212 ◽  
Author(s):  
Donelson R. Forsyth ◽  
C. Ray Archer
Keyword(s):  
Computer Technology ◽  
Teaching Methods ◽  
Test Scores ◽  
Psychology Students ◽  
Correlational Study ◽  
Instructional Focus ◽  
Computer Based ◽  
Students Attitudes ◽  
Assisted Instruction ◽  
Transfer Of Information

Computer-based teaching methods can improve the transfer of information, increase instructional focus on conceptual and methodological skills, enhance motivation, and stimulate the development of expressive skills. After reviewing a number of studies of computer-based applications, we report a correlational study of psychology students' attitudes and achievement in a technologically enhanced classroom. The results indicated that (a) students rated the computer-based instructional components positively, (b) those with weak academic backgrounds who consistently used the technology achieved higher test scores than weak students who did not use the technology, and (c) students who dropped out of college the following semester tended to be low users of technology. We also discuss the implications of computer technology for teaching.

The Effect of Computer-Based Resuscitation Simulation on Nursing Students’ Performance, Self-Efficacy, Post-Code Stress, and Satisfaction

2014 ◽  
Vol 28 (2) ◽  
pp. 127-139 ◽  
Author(s):  
Young Sook Roh ◽  
Sang Suk Kim
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Statistical Significance ◽  
Training Group ◽  
Control Group ◽  
Immediate Feedback ◽  
Resuscitation Training ◽  
Simulation Group ◽  
Computer Based ◽  
Post Code

Computer-based simulation has intuitive appeal to both educators and learners with the flexibility of time, place, immediate feedback, and self-paced and consistent curriculum. The purpose of this study was to assess the effects of computer-based simulation on nursing students’ performance, self-efficacy, post-code stress, and satisfaction between computer-based simulation plus instructor-led cardiopulmonary resuscitation training group and instructor-led resuscitation training-only group. This study was a nonequivalent control group posttest-only design. There were 213 second year nursing students randomly assigned to one of two groups: 109 nursing students with computer-based simulation or 104 with control group. Overall nursing students’ performance score was higher in the computer-based simulation group than in the control group but reached no statistical significance (t = 1.086, p = .283). There were no significant differences in resuscitation-specific self-efficacy, post-code stress, and satisfaction between the two groups. Computer-based simulation combined with hands-on practice did not affect in nursing students’ performance, self-efficacy, post-code stress, and satisfaction in nursing students. Further study must be conducted to inform instructional design and help integrate computer-based simulation and rigorous scoring rubrics.

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