Students' perceptions of a blended learning experience in dental education

Varthis, Spyridon; Anderson, O. Roger

doi:10.1111/eje.12253

Cited by 57 publications

(49 citation statements)

References 15 publications

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“…Studies have evaluated student feedback in either of the following ways: specific questions on the FC in the course evaluation survey or components of the course evaluation as a testimony to the students perceptions and exclusive questionnaires to evaluate FC model . The Likert scale and open‐ended questions were the most commonly used tools in surveys.…”

Section: Resultsmentioning

confidence: 99%

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Flipped classroom in dental education: A scoping review

Vanka

Wali

2019

Eur J Dental Education

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Introduction:There is a pressing need to explore strategies which adopt and incorporate contemporary teaching methods to keep abreast with technological advances.Flipped classroom is a type of blended learning approach that has received considerable attention as an alternative to traditional lectures. The purpose of this scoping review is to explore the characteristics of the flipped classroom model implemented in undergraduate dental education. Materials and Methods:The scoping review has been reported under the PRISMA extension for scoping review guidelines. Systematic search of databases culminated in full-text papers that were evaluated for quality. Results:A systematic search on flipped classroom in dental education identified a total of 30 papers for full-text evaluation. After further exclusion, 17 studies were selected for data charting. Discussion:The student satisfaction, learning resources, pre-class and/or in-class activities, and academic scores are analysed and discussed. Conclusion:Flipped classroom improves student satisfaction in majority of the studies, whilst its effect on academic scores, particularly for skill development, needs more research. K E Y W O R D Sdental, flipped classroom, PRISMA extension for scoping review, scoping review

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Section: Resultsmentioning

confidence: 99%

“…Almost universally, flipped classroom model has been positively rated in student surveys . In comparison with the traditional lecture, students report that FC model is better or the difference was not significant .…”

Section: Resultsmentioning

confidence: 99%

Flipped classroom in dental education: A scoping review

Vanka

Wali

2019

Eur J Dental Education

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“…Previous research in students' perception on blended learning have been done and resulted in positive responses from the students. Most of the students are pleased to join in the blended learning model since it is easy to use and has flexibility (Krasnova, 2016;Alaidarous & Madini, 2016;Kharb & Samanta, 2016;(Varthis & Anderson, 2016); Ali & Sofa, 2018). It also positively impacts the students' achievement at the end of the class (Anaraki, 2018;Warman, 2018;Page et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception Toward the Implementation of Blended Learning for Teaching ESP in Faculty of Engineering

Nurmasitah¹,

Faridi²,

Astuti³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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With the rapid movement of technology, teaching and learning process will no longer limited by the place and time. Universitas Negeri Semarang (UNNES) as a higher education institution encourages its lecturers and students to use Elena (UNNES e-learning system) or other Learning Management System (LMS) for applying blended learning model in the learning process. This study exposed 145 Faculty of Engineering undergraduate student responses to a blended learning model applied in English for Specific Purposes (ESP) class. The data was taken by using Likert scale questionnaire. As the result, the implementation of blended learning received a positive response in several ways, like the practicality of sharing material, independent learning, and saving time and costs in the learning process. However, some of the students considered to be in a conventional model of learning with several reasons, such as the limited facilities and the technology illiteracy.

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“…13,14 In addition to traditional lectures supported by slides, blended teaching techniques cater to multiple learning styles and have been shown to provide better outcomes. 15,16 As technology advances, simulations are being developed to support the acquisition of skills before real-life clinical applications. 17 However, it is not always possible for a teacher to explain how everything is carried out, even if they themselves have mastered the skill.…”

Section: Discussionmentioning

confidence: 99%

Step‐by‐step teaching method improves the learner achievement in dental skill training

Liu

Yang

et al. 2019

Eur J Dental Education

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Introduction This study aimed to assess and compare the outcomes of all‐in‐one and step‐by‐step teaching methods in dental skill training. Methods Forty first‐year dental residents were recruited into this study, which was a prospective, double‐blind and randomised controlled trial. The learners were randomly allocated to either the all‐in‐one group (control group, n = 20) or the step‐by‐step group (experimental group, n = 20). They performed crown preparation on a plastic tooth under different training course structures. For the all‐in‐one group, the course comprised three parts: the teacher's lecture and demonstration and the learner's practice. Every part was carried out independently in turn. For the step‐by‐step group, the course was divided into six parts according to the procedures of crown preparation: incisal preparation, facial preparation, interproximal preparation, lingual preparation, marginal preparation, and finishing and polishing. Every part, consisting of the teacher's lecture and demonstration and the learner's practice, was carried out step‐by‐step. Thereafter, the training outcome was evaluated by the learners, two experts and a digital system. Results For the outcomes of the all‐in‐one group and the step‐by‐step group, the learners’ assessments were 6.15 ± 1.98 and 8.10 ± 1.41, the experts’ assessments were 7.00 ± 1.75 and 8.40 ± 1.10, and the digital assessments were 6.43 ± 1.20 and 7.62 ± 0.51, respectively. In terms of each evaluation index, there was significant difference between the two groups (P < 0.05). Higher quality of crown preparation was attained in the step‐by‐step group. Conclusion The step‐by‐step teaching method can improve the learner's achievement in dental skill training.

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Students' perceptions of a blended learning experience in dental education

Cited by 57 publications

References 15 publications

Flipped classroom in dental education: A scoping review

Flipped classroom in dental education: A scoping review

Students’ Perception Toward the Implementation of Blended Learning for Teaching ESP in Faculty of Engineering

Step‐by‐step teaching method improves the learner achievement in dental skill training

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