Student Perspective Of Classroom And Distance Learning Method During Covid-19 Pandemic In The Undergraduate Dental Study Program

Abstract

Background: The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the even semester of the academic year 2019/2020, learning methods were delivered through distance learning. This study aimed to evaluate the s tudent perspective of distance learning compared to the classroom learning in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia. Methods: An online questionnaire was sent to dental students of Universitas Indonesia at the end of the semester. Three hundred and one undergraduate dental students participated in the study, with 83.4% response rate. The internal consistency reliability questionnaire was measured by Cronbach’s alpha. Logistic regression analyses were conducted to identify factors associated with the students’ preference towards distance learning. Results: Duration of study influenced student preference on distance learning (DL). Significantly higher number of first-year students preferred DL compared to their seniors (p<0.001). While neither gender nor Grade Point Average (GPA) score influenced student preference on DL. Students agreed that DL was suitable for lectures and examination while they preferred classroom learning (CL) for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.5% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). The Cronbach alpha of the questionnaire was 0.880. The logistic regression analysis showed that efficiency has the highest odds ratio in relation to preference towards distance learning. Challenges during distance learning included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time. Conclusion: Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.

Spatial ability and anatomy learning performance among dental students

“…The majority of dental students in the Faculty of Dentistry Universitas Padjadjaran (Indonesia) were female, which was reflected in the participant composition (85.29%). This number was comparable with other dental education providers in Indonesia [28].…”

Acquisition and User Behavior in Online Science Laboratories before and during COVID-19 Pandemic

“…Other universities have addressed the crisis by postponing laboratory courses to the coming academic year and delivering theoretical courses through online interfaces. This is especially true in core science and medicine [17]. In general, virtual laboratories are accepted as a viable alternative to traditional labs in imparting practical skills to students and professionals [18].…”

Students’ Perception on Blended Learning in English Class at Post Covid Condition

“…B-learaning also is an effective method (Irani-Kermani et al, 2021), improve the students action (Sankar et al, 2022), improve high level of motivation (Bolatov et al, 2022), enthusiasim and responsibility (Alsharif et al, 2020), increase positive behaviour (Indah Sari et al, 2023), increase students' concentration (Erliza & Septianingsih, 2022). It can be categorized as efficient learning method (Amir et al, 2020) and innovative learning (Bozkurt et al, 2022). Buyt, it also contain some weakness such as lack of technology (Herliana et al, 2021) and facilities (Istiqomah, 2021), poor internet connection (Gyamfi & Gyaase, 2015) and incomprehensible materials (Aji et al, 2020), Passive manner in learning (Wulandari, 2023).…”