Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors

Abstract

The outbreak of COVID-19 necessitated abrupt transition from on campus, face-to-face sessions to online, distance learning in higher education institutions. The purpose of this study was to investigate the perceptions of postgraduate dental learners and instructors about the transition to distance learning, including the changes to the learning and teaching and its efficaciousness. A mixed-methods approach to research was utilized. All the instructors and postgraduate learners were invited to participate in the online survey. Quantitative data was analyzed using descriptive and inferential analyses on SPSS for Windows version 25.0, and for the responses to the open-ended questions, multi-staged Thematic Analysis was utilized. Both groups of stakeholders: learners and instructors, were quite satisfied with the rapid transition to distance learning due to COVID-19. Instructors were significantly more satisfied than the learners. The stakeholders adapted well to the change. The perception of the stakeholders regarding the case-based scenarios significantly influenced their level of satisfaction. As perceived by the stakeholders, the transition to distance learning entailed advantages and challenges. Going through the experience equipped the stakeholders with lessons learned and enabled them to develop informed opinions of how best to sustain learning and teaching irrespective of how matters unfold in relation to the pandemic. In conclusion, the worldwide dental education community faced unprecedented challenges due to the onset of COVID-19. Yet, in the grand scheme of things, it is important for decision-makers not to miss-out on the worthwhile opportunities, inherent in the experience, to reinforce curriculums, and maximize the learning and teaching.

Nursing Students’ Perspectives and Readiness to Transition to E-Learning During COVID-19 in the UAE: A Cross-Sectional Study

“…This study adopted a descriptive approach because of the sudden nature of the transition from one form of teaching to another. 13 Data collection and analysis incorporated quantitative and qualitative paradigms. Polit and Tatano argued that health professional researchers, regardless of their discipline, should engage in a range of research activities that integrate both paradigms to address increasingly complex clinical and learning issues.…”

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Postgraduate student perceptions of face-to-face and distance education in orthodontics: A cross-sectional qualitative study

“…For some students, working from home in a distance format was beneficial for their concentration and for others face-to-face teaching in a traditional lecture setting improved their concentration. In the literature, there is also no clear consensus as individual circumstances and preferences clearly play a key role (Grimes, 2002; Rad et al, 2021); and it is likely that the education setting will always pose a challenge for educators, and this could be the reason why blended courses where there is a combination of face-to-face and distance education are viewed favourably by students.…”

Introducing the 4Ps Model of Transitioning to Distance Learning: a convergent mixed methods study conducted during the COVID-19 pandemic

“…The data was collected using a contextualized version of a validated survey (22, 23). The version of the survey, adapted for this study, aimed at assessing the perception of students and instructors regarding the rapid transition to distance learning due to COVID-19, and its effect on the learning and teaching at the CoM.…”