Instructional multimedia programs for self‐directed learning in undergraduate and postgraduate training in orthodontics

Aly, Medhat; Willems, Guy; Carels, Carine; Elen, Jan

doi:10.1034/j.1600-0579.2003.00263.x

Cited by 38 publications

(23 citation statements)

References 16 publications

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“…Only very few students of group 1 (traditional technique) managed to improve their tracing ability, and it is likely that the improvement of the other two groups was an effect of e-learning applications. Students generally have a positive attitude to e-learning methodologies (17,18), and e-learning programs that are simple to use are generally better accepted by learners compared to more complex teaching methods (13). The results of our investigation confirm these findings.…”

Section: Discussionsupporting

confidence: 79%

Assessment of two e‐learning methods teaching undergraduate students cephalometry in orthodontics

Ludwig

Bister

Schott

et al. 2015

Eur J Dental Education

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Section: Discussionsupporting

confidence: 79%

Assessment of two e‐learning methods teaching undergraduate students cephalometry in orthodontics

Ludwig

Bister

Schott

et al. 2015

Eur J Dental Education

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“…The element of interactivity helps to engage the user and accelerates the acquisition of information. 36,37 Because computer-based programs are individualized and self-administered, scheduling of each learning session can be highly flexible and reduce the limitations commonly associated with a lack of time. 17 Finally, the multimedia nature of the newer web-based programs, with ample video, audio, and graphics (like the one tested), are likely to increase user appeal and motivation further enhancing the likelihood of health behavior change.…”

Section: Discussionmentioning

confidence: 99%

A Web-Based Approach to Managing Stress and Mood Disorders in the Workforce

Billings

Cook

Hendrickson

et al. 2008

Journal of Occupational &Amp; Environmental Medicine

104

168

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Objective To evaluate the effectiveness of a web-based multimedia health promotion program for the workplace, designed to help reduce stress and to prevent depression, anxiety, and substance abuse. Methods Using a randomized controlled trial design, 309 working adults were randomly assigned to the web-based condition or to a wait-list control condition. All participants were assessed on multiple self-reported outcomes at pretest and posttest. Results Relative to controls, the web-based group reduced their stress, increased their knowledge of depression and anxiety, developed more positive attitudes toward treatment, and adopted a more healthy approach to alcohol consumption. Conclusions We found that a brief and easily adaptable web-based stress management program can simultaneously reduce worker stress and address stigmatized behavioral health problems by embedding this prevention material into a more positive stress management framework.

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“…Also in some studies there have been recommended models for development of university students (Aly et al, 2003; Mamary and Charles, 2003; Beach, 2017; Sawatsky et al, 2017). Most of the participants in the studies are university students and adults.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Self-Directed Learning Skills of Undergraduate Students

2018

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The aims of this study were to reveal university students' self-directed learning skills and determine whether these skills vary based on university type, gender, field of study, year of study, academic success, type of university entrance score, income level, and the desire to pursue a graduate degree. Also, this study explored the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The study group of the survey comprised 2,600 first and fourth-year students from same departments of Hacettepe and Başkent Universities. The study collected its data by using “Self-Directed Learning Skills Scale” designed by Aşkin (2015). Moreover, Diker-Coşkun's “Lifelong Learning Tendencies Scale” was used to explore the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The results revealed that university students' self-directed learning scores were above the median score of the scale. Self-directed learning skills were found not to vary based on university, year of study, income level. However, gender, field of study, university entrance score type, academic success and the desire to pursue a graduate degree made a significant difference on university students' self-directed learning skills. Finally, a moderate positive relationship was detected between self-directed learning skills and lifelong learning tendencies. In summary it can be said that, undergraduate students have self-directed learning skills and these skills are related to lifelong learning.

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Instructional multimedia programs for self‐directed learning in undergraduate and postgraduate training in orthodontics

Abstract: The program provides both undergraduate and postgraduate dental students with a useful interactive means of self-study and self-evaluation.

Cited by 38 publications

References 16 publications

Assessment of two e‐learning methods teaching undergraduate students cephalometry in orthodontics

Assessment of two e‐learning methods teaching undergraduate students cephalometry in orthodontics

A Web-Based Approach to Managing Stress and Mood Disorders in the Workforce

An Investigation of Self-Directed Learning Skills of Undergraduate Students

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