The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education
Blending face-to-face and online learning should create a focused environment that supports deep and meaningful teaching and learning that engages learners in a more active and collaborative educational experience. The present study aimed to evaluate students’ online and blended learning educational...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-02-01
|
| Series: | Dentistry Journal |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2304-6767/11/2/41 |
| _version_ | 1797621484746702848 |
|---|---|
| author | Mai E. Khalaf Hassan Ziada Neamat Hassan Abubakr |
| author_facet | Mai E. Khalaf Hassan Ziada Neamat Hassan Abubakr |
| author_sort | Mai E. Khalaf |
| collection | DOAJ |
| description | Blending face-to-face and online learning should create a focused environment that supports deep and meaningful teaching and learning that engages learners in a more active and collaborative educational experience. The present study aimed to evaluate students’ online and blended learning educational environment self-perception at the Faculty of Dentistry, Kuwait University, during the COVID-19 pandemic. Methods: Undergraduate dental students who participated in blended learning with online lectures were invited to participate. The sample was a non-probability convenient sample, which included all clinical dental students invited to participate, who were enrolled in the fifth, sixth, and seventh (clinical year) years. All 69 students in these three clinical years were invited to participate. Electronic consent to participate and a self-administered questionnaire of two parts were completed. Part one of the questionnaire utilized the five subscales of the Dundee Ready Educational Environment Measure (DREEM) questionnaire; part two was developed in addition to evaluate the online teaching and learning subscales. Results: Descriptive statistics and analyses of variance were performed; Pearson correlations were made between the additional supplemental online teaching subscale and the original DREEM subscales. The mean students’ perception of the teacher was high, followed by the academic self-perception and then the learning perception. Students’ social self-perceptions had the lowest reported scores. Students’ perceptions varied by year of education in all subscales except for the online domain. In comparing all domains (DREEM and the online component), graduating students (final year) had a more favorable perception than other students. Conclusions: Within the limitations of the present study, online and blended learning were positively perceived, excluding the social self-perception and the perception that the online teaching time was not well used. |
| first_indexed | 2024-03-11T08:57:38Z |
| format | Article |
| id | doaj.art-19ee35aec92449e4ac276a616ae55d4a |
| institution | Directory Open Access Journal |
| issn | 2304-6767 |
| language | English |
| last_indexed | 2024-03-11T08:57:38Z |
| publishDate | 2023-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Dentistry Journal |
| spelling | doaj.art-19ee35aec92449e4ac276a616ae55d4a2023-11-16T19:59:12ZengMDPI AGDentistry Journal2304-67672023-02-011124110.3390/dj11020041The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental EducationMai E. Khalaf0Hassan Ziada1Neamat Hassan Abubakr2Department of General Dental Practice, Faculty of Dentistry, Kuwait University, Safat 13110, KuwaitDepartment of Clinical Dental Sciences, School of Dental Medicine, University of Nevada, Las Vegas, NV 89106, USADepartment of Biomedical Sciences, School of Dental Medicine, University of Nevada, Las Vegas, NV 89106, USABlending face-to-face and online learning should create a focused environment that supports deep and meaningful teaching and learning that engages learners in a more active and collaborative educational experience. The present study aimed to evaluate students’ online and blended learning educational environment self-perception at the Faculty of Dentistry, Kuwait University, during the COVID-19 pandemic. Methods: Undergraduate dental students who participated in blended learning with online lectures were invited to participate. The sample was a non-probability convenient sample, which included all clinical dental students invited to participate, who were enrolled in the fifth, sixth, and seventh (clinical year) years. All 69 students in these three clinical years were invited to participate. Electronic consent to participate and a self-administered questionnaire of two parts were completed. Part one of the questionnaire utilized the five subscales of the Dundee Ready Educational Environment Measure (DREEM) questionnaire; part two was developed in addition to evaluate the online teaching and learning subscales. Results: Descriptive statistics and analyses of variance were performed; Pearson correlations were made between the additional supplemental online teaching subscale and the original DREEM subscales. The mean students’ perception of the teacher was high, followed by the academic self-perception and then the learning perception. Students’ social self-perceptions had the lowest reported scores. Students’ perceptions varied by year of education in all subscales except for the online domain. In comparing all domains (DREEM and the online component), graduating students (final year) had a more favorable perception than other students. Conclusions: Within the limitations of the present study, online and blended learning were positively perceived, excluding the social self-perception and the perception that the online teaching time was not well used.https://www.mdpi.com/2304-6767/11/2/41dentaleducationblended learningonline learningself-perception |
| spellingShingle | Mai E. Khalaf Hassan Ziada Neamat Hassan Abubakr The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education Dentistry Journal dental education blended learning online learning self-perception |
| title | The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education |
| title_full | The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education |
| title_fullStr | The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education |
| title_full_unstemmed | The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education |
| title_short | The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education |
| title_sort | dental educational environment of online and blended learning during covid 19 and the impact on the future of dental education |
| topic | dental education blended learning online learning self-perception |
| url | https://www.mdpi.com/2304-6767/11/2/41 |
| work_keys_str_mv | AT maiekhalaf thedentaleducationalenvironmentofonlineandblendedlearningduringcovid19andtheimpactonthefutureofdentaleducation AT hassanziada thedentaleducationalenvironmentofonlineandblendedlearningduringcovid19andtheimpactonthefutureofdentaleducation AT neamathassanabubakr thedentaleducationalenvironmentofonlineandblendedlearningduringcovid19andtheimpactonthefutureofdentaleducation AT maiekhalaf dentaleducationalenvironmentofonlineandblendedlearningduringcovid19andtheimpactonthefutureofdentaleducation AT hassanziada dentaleducationalenvironmentofonlineandblendedlearningduringcovid19andtheimpactonthefutureofdentaleducation AT neamathassanabubakr dentaleducationalenvironmentofonlineandblendedlearningduringcovid19andtheimpactonthefutureofdentaleducation |