The Feedback From Students on Offline Teaching, Online Teaching, and Blended Teaching of the "Contact Lenses" Course in Tianjin, China

Abstract

Background: To determine the effect of the three teaching methods on the learning of contact lenses and provide recommendations to improve Contact Lenses teaching in optometric education.Methods: The survey was conducted at Tianjin Medical University with the students' evaluations of educational quality (SEEQ) questionnaire with a five-point Likert scale over 2 weeks in June 2021. It is for optometry students whose contact lenses were taught by any of three methods: 92 students enrolled in 2017 at Dagang campus performed online learning, 60 students enrolled in 2017 at Qixiangtai campus performed offline learning, and 100 students enrolled in 2018 at Dagang campus performed blended learning: both online and offline; A total of 252 students were invited to participate in this study. Descriptive statistics were performed to analyze SEEQ items. ANOVA was used to determine significant differences among different teaching methods.Results: 221 valid questionnaires were collected, with a response rate of 87.70% (221/252). Among them, 87(39.37%) were male, and 134(60.63%) were female. Offline teaching students had longer contact time with the faculty than online teaching and blended teaching (p<0.05). No statistically significant differences in sex or academic performance were found among 3 different teaching methods (p=0.33, p=0.91, respectively). There were 18.10% (40/221) of students who suggested increasing experiment and practice time.Conclusion: The traditional offline teaching method had a stable teaching effect. Students had more contact time with faculty than students taught by online and blended teaching. Online teaching and blended teaching worked as well as offline learning. The effectiveness was not be influenced by gender and academic performance.