Students' evaluation of online course materials in Fixed Prosthodontics: a case study

Pilcher, Elizabeth S.

doi:10.1034/j.1600-0579.2001.005002053.x

Cited by 38 publications

(44 citation statements)

References 9 publications

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“…Moreover, it is likely that the majority of students who were simply unimpressed (i.e., not angry or upset) by our online efforts would also be unlikely to make the effort to tell us so. We previously reported that medical students prefer teachers to computers in anatomy (Gardiner, ) and a similar result has been found for dental students in prosthodontics (Pilcher, ). Like most online tools, our online anatomy encouraged solitary work and may benefit by the introduction of group work and social networking elements through discussion boards.…”

Section: Discussionsupporting

confidence: 76%

Online learning resources in anatomy: What do students think?

et al. 2013

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An interventional cohort comparison study with pretesting and post-testing in semesters 1 and 2 was undertaken of 159 medical students in year 3 of the MMBS course at the University of Adelaide in 2010. The intervention comprised the provision of a number of additional online resources in semester 2. Students' views on online anatomy were also sought by a questionnaire delivered at the end of semesters 1 and 2 and via a small focus group at the end of the study. Anatomy assessment results after the introduction of online anatomy were compared with a total of three control semesters in 2009 and 2010. There was >90% broad agreement before the intervention that wet specimens, tutors and discussions with other students helped students learn anatomy. After the intervention, these views remained, but there was additionally >90% broad agreement that text books helped them learn anatomy, that they had good access to anatomical specimens, and there was less agreement that lectures helped. The intervention left students' views on online anatomy largely unchanged and made no significant difference to summative assessment scores. Focus group discussions revealed that students want anatomy tutors to help direct them to reputable and relevant sites. The provision of more online resources in anatomy did not affect student views or learning outcomes. While students may need help from tutors in selecting appropriate online resources, wet specimens, textbooks, and discussions with tutors and other students remain the preferred means of learning anatomy.

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Section: Discussionsupporting

confidence: 76%

Online learning resources in anatomy: What do students think?

et al. 2013

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“…The educational platform (learning management system, LMS) is a software application used to design, implement and evaluate teaching and learning processes through online media. Web‐based tools in university education include calendar, self‐graded tests and quizzes, announcements, content up/downloading, online discussion groups, electronic submission of assignments, groups sign‐up lists, access to external weblinks and email to from/students (7, 12). The following course materials were available in the online format:…”

Section: Methodsmentioning

confidence: 99%

Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students

Kavadella

Tsiklakis

Vougiouklakis

et al. 2011

Eur J Dental Education

156

160

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Aims: The purpose of this study was to develop and implement a blended course (a combined face‐to‐face and online instruction) on undergraduate oral radiology and evaluate it by comparing its educational effectiveness (derived from students’ performance and answers to questionnaires) to a conventional course’s. Students’ attitudes concerning the blended methodology were also registered. Methodology: An original course was developed and implemented, and its electronic version was uploaded to an e‐learning educational platform. The course was attended by two groups of final‐year students, who were taught by either the conventional face‐to‐face methodology or the blended learning methodology. Students answered a series of questionnaires, before and after following the course, regarding their perceptions, attitudes and evaluation of the course. Additionally, they completed knowledge assessment tests and their grades (before and after the course) were compared. Educational effectiveness of the course was determined by analysing the results of the questionnaires and the tests. Results: Students in the blended group performed significantly better than their colleagues of the conventional group in the post‐course knowledge test, and female students of the blended group performed better than male students. Students evaluated high the course content, organisation, educational material, and the blended group students additionally appreciated the course design and clarity of instructions. Students’ attitudes towards elements of blended learning (effectiveness, motivation and active engagement) were very positive. Most of the blended group students, who attended the face‐to‐face meeting (approx. 91%), evaluated it as helpful for summarising the subject and clarifying difficult issues. Conclusions: Blended learning is effective and well evaluated by dental students and can be implemented in undergraduate curriculum for teaching oral radiology.

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“…Accordingly, Prieto et al, (2011) believe that the use of blogs as a teaching tool does not replace the work of students with the teacher in the classroom but represents a significant support for learning. Pilcher (2001) evaluated a new type of course in which complementary material was made available online to dentistry students in addition to the traditional class. The author observed that the approach was effective and that the feedback of the students contributed to improve this new method, in agreement with the present findings.…”

Section: Discussionmentioning

confidence: 99%

Use of Clinical Cases in a Virtual Learning Environment as an Approach to Teaching Human Embryology

2012

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SUMMARY:The objective of this study was to evaluate the effectiveness of virtual learning as an approach to teaching human embryology. For this purpose, clinical cases comprising the six major topics of human embryology were organized into a blog in order to complement the content discussed in the classroom. Scientific articles were made available to reinforce theoretical contents and ethical-humanistic issues were addressed in discussion forums. The mean grades of the students at the end of the semester were compared with those of the previous semester when the method had not been applied. Student perceptions of blog effectiveness were evaluated using an electronic questionnaire. A substantial increase in mean grades was observed compared to the previous class. Analysis of the questionnaires showed that the students considered the blog to be a practical and useful learning tool. In conclusion, the use of clinical cases in a virtual learning environment is an effective tool to teach human embryology.

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Students' evaluation of online course materials in Fixed Prosthodontics: a case study

Cited by 38 publications

References 9 publications

Online learning resources in anatomy: What do students think?

Online learning resources in anatomy: What do students think?

Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students

Use of Clinical Cases in a Virtual Learning Environment as an Approach to Teaching Human Embryology

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