Students’ Experience of Online Learning in a Blended Learning Setting: A Qualitative Evaluation

Abstract

Background: This study aimed to evaluate students’ perceptions of their educational experience of online learning in a blended learning dental education. It was also to investigate the online platform in a blended learning setting as an educational mode for future dental education. Methods: A qualitative phenomenological approach was used to gain insight into the students’ experiences. Fifteen students agreed to participate in three synchronous online focus groups held via WebEx; each group consisted of five students. Results: Thematic analysis was carried out iteratively and inductively, and three themes emerged that interrelated with each other and the research question. Students appreciated the blended learning educational experience, particularly the reduced time and cost of travelling to and from the school and the prospect of combining education with home comforts and commitments. Some students still preferred the face-to-face learning mode, as they believed they could concentrate more than on the online platform. The teachers’ communication skills on the online platform impacted on the students’ views on its suitability and its continuum in future education. Conclusions: Within the limitations of this study, students perceived online and blended learning as more convenient, particularly in a busy and expanding dental curriculum.

Psychological Students’ Perceptions on Blended Learning

“…The results of this research illustrate that students have diverse experiences in learning using blended learning techniques [12]. The findings of this research are also in line with research conducted by Kuong (2015) that the role of online content quality and interaction between students is an important factor in forming a satisfying learning experience [13]. Additionally, findings suggest that students' experiences during blended learning may influence their level of engagement.…”