The COVID-19 pandemic forced the
transfer of face-to-face instruction
to an online mode. The current study sought to describe the delivery
of online biochemistry laboratories to undergraduate students. The
paper also attempted to assess its advantages and disadvantages at
the faculty of dental medicine of Monastir (FDMM), Tunisia. Four online
biochemistry laboratory sessions were offered to FDMM year 2 students.
To ensure the installation of forums, videos, handouts, workshops,
and test-taking, the Moodle platform was employed; however, to conduct
synchronous meetings, Microsoft Office Teams was used. More than 95%
of students actively participated in e-resources consultation, pretest,
and exam taking. However, the student percentage in workshops decreased
from phase 1 to phase 2. Just 52% of students attended the forums.
The overall overview percentage, students who attended “equal
to or more than 80% of the entire activities”, was 27%. Students
performed better scores in the first and second exams than in the
third and fourth ones. Forums, workshops, and videos were the most
important teaching tools that led to the success of the online laboratory.
These methods improved conceptual knowledge and scientific process
abilities. The current study contributes to the previous literature
by investigating the major factors impacting successful e-learning
adoption.
Students at the Monastir Faculty of Dental Medicine were required to remain inside during the COVID-19 pandemic for their own safety and in accordance with official directives. It is evident that learners' perceptions are a recognized indicator of the efficiency of any teaching approach. Therefore, we focused on students' input on the validity of online biochemistry laboratories to assure their preferences with the finest teaching approaches. The study included 116 undergraduate dental students from the Faculty of Dental Medicine of Monastir. The survey has 40 questions. This investigation covered (i) information technology tool accessibility, (ii) course presentation, interactions in a virtual classroom, teachers' availability, and (iii) preferred learning styles. The percentages were then determined for each item and assessed. Our results showed that almost students were equipped with computers, smartphones and tablets but have encountered some connectivity issues. Moreover, participants find courses well presented, approved class interactions, and were satisfied with teachers' availability. Nevertheless, students were not already prepared for entirely online learning. Despite, the overall positive perception among students toward remote education during the COVID-19 outbreak; they preferred considering shared learning between face-to-face and online once the pandemic is over.
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