scholarly journals Are E-learning Apps Replacing the Classroom Learning among Dental Students? A Questionnaire Survey

2021 ◽  
Vol 11 (2) ◽  
pp. 52-55
Author(s):  
Prabhu Subramani ◽  
G Mageswari ◽  
N Kamalini ◽  
M Muthavi
Keyword(s):  
Questionnaire Survey ◽  
Dental Students ◽  
Classroom Learning ◽  
E Learning

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 Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum

2016 ◽  
Vol 17 (12) ◽  
pp. 965-968 ◽  
Author(s):  
Benjamin Mahmoodi ◽  
K Sagheb ◽  
Ka Sagheb ◽  
P Schulz ◽  
B Willershausen ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interactive Learning ◽  
Dental Education ◽  
Direct Determination ◽  
Dental Students ◽  
Learning Objectives ◽  
Study Materials ◽  
Clinical Case Studies ◽  
Dental Curriculum ◽  
E Learning

ABSTRACT Introduction Online learning media are increasingly being incorporated into medical and dental education. However, the coordination between obligatory and facultative teaching domains still remains unsatisfying. The Catalogue of Interactive Learning Objectives of the University Clinic of Mainz (ILKUM), aims to offer knowledge transfer for students while being mindful of their individual qualifications. Its hierarchical structure is designed according to the Association for Dental Education in Europe (ADEE) levels of competence. Materials and methods The ILKUM was designed to establish a stronger interconnection between already existing and prospective learning strategies. All contents are linked to the current lectures as well as to e-learning modules, e.g., clinical case studies and OR videos. Students can conduct self-examinations regarding specific learning objectives. Since 2007, ILKUM has been developed and analyzed regarding its acceptance among dental students. Results These improved e-learning techniques foster time and location-independent access to study materials and allow an estimation of the knowledge achieved by students. Surveys of our students clearly show a large demand for upgrading ILKUM content (89%; n = 172) with integrated self-testing (89%; n = 174). In parallel to the advancement of our e-learning offering, a portion of internet-based learning is constantly rising among students. Conclusion The broad acceptance and demand for the development of ILKUM show its potential. Moreover, ILKUM grants fast, topic-oriented querying of learning content without time and locale limitations as well as direct determination of the individually needed knowledge conditions. Clinical significance The long-term goal of the ILKUM project is to be a sustainable, important additional modality of teaching and training for dental and medical students. How to cite this article Mahmoodi B, Sagheb K, Sagheb K, Schulz P, Willershausen B, Al-Nawas B, Walter C. Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum. J Contemp Dent Pract 2016;17(12):965-968.

scholarly journals E-Learning versus Classroom Learning for Acquiring Knowledge about Precarity in Medicine

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
◽  
Tanguy G ◽  
Dessene P ◽  
Rude M ◽  
Doly L ◽  
...  
Keyword(s):  
Online Learning ◽  
Family Medicine ◽  
Classroom Learning ◽  
Face To Face ◽  
Learning Group ◽  
E Learning ◽  
Knowledge Levels

The effect on knowledge levels immediately after a course on precarity in family medicine was assessed by comparing online learning against classroom learning, both followed by time for face-to-face discussion. Of 87 family medicine interns of the same class, 65 took part in the study and were evaluated, 34 being assigned to classroom learning and 31 to online learning. The increase in knowledge after the course was significantly higher in the online learning group (+27.8 points±11.2) than in the classroom group (+9.1 points±9.0) (p<0.0001).

IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

2021 ◽  
pp. 11-12
Author(s):  
Arijit Majumdar ◽  
Soumali Biswas ◽  
Tanushree Mondal
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Classroom Learning ◽  
Learning Methods ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

scholarly journals Learning Effectiveness and Students’ Perceptions in A Flexible Learning Course

2018 ◽  
Vol 21 (2) ◽  
pp. 44-52 ◽  
Author(s):  
Claude Müller ◽  
Michael Stahl ◽  
Mark Alder ◽  
Maximilian Müller
Keyword(s):  
Learning Style ◽  
Learning Effectiveness ◽  
Classroom Learning ◽  
Flexible Learning ◽  
Instructional Videos ◽  
Learning Time ◽  
Content Assessment ◽  
Learning Path ◽  
E Learning ◽  
Study Format

Abstract With flexible learning, students gain access and flexibility with regard to at least one of the following dimensions: time, place, pace, learning style, content, assessment or learning path. Zurich University of Applied Sciences (ZHAW) has launched a new flexible learning study format called FLEX, a blended learning design allowing students to be more flexible as to when and where they study. It reduces classroom learning time, replacing some of it with an e-learning environment for self-study that includes instructional videos. In a pilot phase, we conducted a semi-experimental study on the learning effectiveness of FLEX. Students’ perceptions of the new study format FLEX were found to be positive. In addition, the final test results of students in the FLEX programme were similar to those of other students, despite classroom learning time was reduced by about half.

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