背景:自2019年冠状病毒病(COVID-19)大流行以来,电子学习(e-learning)已发展成为一种流行的教育方法。虽然这代表了教学的额外模式,传统的课堂学习促进了人际交往能力的发展,并使学生能够分享和讨论特定的主题。然而,这两种学习模式在牙科教育领域的比较已有研究不足。这项研究旨在评估牙科学生对电子和课堂学习的看法。
方法:在2022年11月至2023年1月之间对沙特阿拉伯的牙科学生进行了基于横断面问卷调查的调查。之前,学生们被问及他们对电子学习和课堂学习的比较看法,during,在COVID-19大流行之后。问卷答复,包括人口统计数据,被收集并制成表格,采用电子数据管理软件。对表格数据进行了分析,以提供描述性统计数据,并将电子和课堂学习与人口统计变量以及以前的电子学习经验进行比较。
结果:大多数受访者报告拥有平均信息技术(IT)技能和电子学习的经验。黑板学习管理系统(LMS)(Reston,VA:BlackboardInc.),Zoom(圣何塞,CA:ZoomVideoCommunicationsInc.),和微软团队(雷德蒙德,西澳:微软公司)是最常用和最有利的电子学习平台。虽然大多数参与者发现这两种方法都可以接受基于问题的学习课程和理论讲座,他们报告说,在临床和实践课程中,电子学习不如课堂学习有效。将电子学习视为优于课堂学习的首选方法,大多数回答是“中性”或“不确定”。“比较不同教学方法的序数响应的平均排名和作为首选方法的电子学习的名义响应,人口统计学特征没有观察到统计学上显著的相互作用,IT技能水平,或以前的电子学习经验。
结论:尽管通过电子学习实现了性能和学习能力的提高,只有通过课堂学习才能实现个人互动的优势以及实际和临床牙科课程的可行性。
BACKGROUND: Electronic learning (e-learning) has evolved into a popular educational approach since the coronavirus disease 2019 (COVID-19) pandemic. While this represents an additional model for teaching, traditional classroom learning fosters the development of interpersonal skills and enables students to share and discuss specific topics. However, existing research on the comparison of both these modes of learning in the field of dental education is inadequate. This study aimed to evaluate the perceptions of dental students towards both electronic and classroom learning.
METHODS: A cross-sectional questionnaire-based survey was conducted between November 2022 and January 2023 among dental students in Saudi Arabia. Students were questioned on their comparative perceptions of e-learning and classroom learning before, during, and after the COVID-19 pandemic. Questionnaire responses, including demographic data, were collected and tabulated, using electronic data management software. The tabulated data were analyzed to provide descriptive statistics and compare electronic and classroom learning with demographic variables and previous experience with e-learning.
RESULTS: Most respondents reported possessing average information technology (IT) skills and prior experience with e-learning. Blackboard Learning Management System (LMS) (Reston, VA: Blackboard Inc.), Zoom (San Jose, CA: Zoom Video Communications Inc.), and Microsoft Teams (Redmond, WA: Microsoft Corporation) were the most commonly used and advantageous e-learning platforms. While the majority of participants found both methods acceptable for problem-based learning sessions and theoretical lectures, they reported e-learning to be less effective than classroom learning for clinical and practical sessions. Regarding e-learning as a preferred method over classroom learning, most responses were \"neutral\" or \"uncertain.\" Comparing the mean ranks of the ordinal responses for the different teaching methodologies and the nominal responses for e-learning as the preferred method, no statistically significant interactions were observed for demographic characteristics, IT-skill levels, or prior experience with e-learning.
CONCLUSIONS: Although enhanced performance and learning capacity are enabled through e-learning, the advantages of personal interactions and the feasibility of practical and clinical dental sessions are achieved only through classroom learning.