Online learning is becoming a recognized method for delivering educational content throughout institutions of higher education. Few studies have been performed regarding online learning in dentistry or dental hygiene. The purpose of this qualitative research study was to describe and analyze the experiences of thirteen students enrolled in an online dental terminology course to determine their satisfaction level. The overall perceptions of online learning were positive, and although some frustrations were apparent, the majority of students stated that they learned a great deal, found the course valuable, and were now familiar with the terminology. Students commented on the convenience of taking the course at a time that fit their schedule and a place that they did not have to commute to attend. Technical issues and student isolation seemed to be the primary drawbacks to online learning. Some students missed the interaction that exists in a regular classroom. Students strongly suggested that, to be successful in online education, one had to be a self-directed learner. In addition, visual learners were more apt than audio learners to appreciate online learning. The results of this study suggest that online learning was a valuable method for teaching dental terminology and is particularly beneficial for students with no other alternative methods for gaining access to the courses due to geographical location. Where appropriate, online courses should be considered an option for providing distance education in dental hygiene programs.Dr. Grimes is Clinical Associate Professor, Department of Dental Hygiene, University of Vermont. Direct correspondence to her at the University of Vermont, Department of Dental Hygiene, 002 Rowell Building, Burlington, VT 05405; 802-656-5044 phone; 802-656-8440 fax; egrimes@zoo.uvm.edu. Reprints will not be available.

The prevalence of distance education is steadily increasing in institutions of higher education in the United States and abroad. Colleges and universities are seeking new avenues to deliver curricula to students in remote areas and/or to nontraditional students. Distance education is a relatively new venture for dental hygiene education. The purpose of this study was to determine the prevalence and use of distance education in dental hygiene educational programs nationally. Dental hygiene directors of all associate degree and baccalaureate degree dental hygiene programs in the United States (N = 255) were mailed a fifteen-item survey regarding their use of distance education. Results of the study indicated that 22 percent of dental hygiene programs have implemented distance education. In addition, a large variety of courses are being offered by several distance education delivery methods. Thirty of the thirty-eight dental hygiene programs that responded to the survey reported that they were satisfied with their distance education initiatives. The length of time that distance education was offered by the dental hygiene program was not related to satisfaction level (p = .0795), and there was no relationship between the type of distance education used and satisfaction level (p > .05). Considering all factors involved in this study, we can conclude that distance education is being used in a substantial number of dental hygiene programs and that the majority of these programs are satisfied that distance education is an adequate alternative to traditional "brick and mortar" approaches.

In 1996, the American Dental Association's Commission on Dental Accreditation instituted a revised accreditation standard for dental hygiene educational programs entitled Standard 12‐Outcomes Assessment. As a result of this standard, all dental hygiene programs were required to assess the attainment of goals through a formal outcomes assessment process. This study examined and analyzed the implementation process used by dental hygiene programs. Twenty‐two dental hygiene program directors were interviewed to collect information regarding their experiences. The directors indicated that their programs routinely and effectively assess student outcomes and use the acquired information to make needed program improvements and to demonstrate accountability to groups having a vested interest in the program. Several factors, such as the policy itself, as well as gaining faculty and administrative support, were viewed as important to implementation. Time constraints were identified as a major barrier. Outcomes assessment data have also been used by dental hygiene programs as leverage for funding requests that resulted in significant program enhancement.