Online learning in dentistry: an overview of the future direction for dental education

Abstract

This paper provides an overview of the diversity of tools available for online learning and identifies the drivers of online learning and directives for future research relating to online learning in dentistry. After an introduction and definitions of online learning, this paper considers the democracy of knowledge and tools and systems that have democratized knowledge. It identifies assessment systems and the challenges of online learning. This paper also identifies the drivers for online learning, including those for instructors, administrators and leaders, technology innovators, information and communications technology personnel, global dental associations and government. A consideration of the attitudes of the stakeholders and how they might work together follows, using the example of the unique achievement of the successful collaboration between the Universities of Adelaide, Australia and Sharjah, United Arab Emirates. The importance of the interaction of educational principles and research on online learning is discussed. The paper ends with final reflections and conclusions, advocating readers to move forward in adopting online learning as a solution to the increasing worldwide shortage of clinical academics to teach dental clinicians of the future.

Back to the Future of Dental Education

“…Gutenberg i Caxton stvorili su tiskarski stroj u 15. stoljeću, što je znatno pridonijelo revoluciji obrazovanja jer su se knjige mogle brže širiti. Digitalno doba ima jednak utjecaj (15). Mišljenje ljudi brzo se mijenja jer im je u svako doba dostupno mnoštvo informacija.…”

“…Gutenberg and Caxton's presses brought print to the population in the 15 th century, and this revolutionised education through books. The digital era is doing the same (15). The public expectation is changing -they can freely access the information highway.…”

Impact of internet supported dental education: Initial outcomes in a study sample

“…In today's dental curricula, traditional educational models have been supported by technology integration via computer or web-based tutorials, use of electronic textbooks, discussion groups, virtual patients and virtual reality-based simulations (Abdelkarim et al, 2014;Al-Jewair, Qutub, Malkhassian & Dempster, 2010;Arevalo et al, 2013;Schönwetter, Reynolds, Eaton & De Vries, 2010). This novel practice has produced a shift in dental curricula towards E-learning, which is simply defined as electronic learning by using a computer to deliver part or all of a course (Schönwetter et al, 2010).…”

“…This novel practice has produced a shift in dental curricula towards E-learning, which is simply defined as electronic learning by using a computer to deliver part or all of a course (Schönwetter et al, 2010). E-learning is becoming increasingly advocated to support conventional face-to-face educational activities by facilitating student-centered learning, which has comparable .…”

Die zahnärztliche Ausbildung

“…Die Bedeutung von Reformansätzen in der zahnärztlichen Ausbildung liegt zum einen darin, dass ein effektiveres und motivierteres Lehren und Lernen erzielt werden kann und soll -mit positiven Auswirkungen auf eine Reduktion der Studienzeit [6,7]. Zum anderen können Reforminitiativen auch als Ausdruck des Willens innerhalb medizinischer Fakultäten zur Schwerpunktsetzung, zur intensiveren Verbindung zur Humanmedizin und zur ausgeprägteren Vernetzung zwischen Vorklinik und Klinik beziehungsweise zur engeren Verknüpfung von Grundlagenwissenschaften und (zahn)medizinischklinischen Disziplinen gesehen werden [8].…”