Students’ Perceptions About the Instructors’ Competence in Technology-supported Courses at Dental Faculty: A Cross-sectional Study

Çiğdem Çetin Genç; Yeşim Deniz; Celal Genç; Alpin Değirmenci; İlgi Tosun

Makale detayları

Students’ Perceptions About the Instructors’ Competence in Technology-supported Courses at Dental Faculty: A Cross-sectional Study

Yazarlar:

Çiğdem Çetin Genç | Yeşim Deniz | Celal Genç | Alpin Değirmenci | İlgi Tosun

Yayıncı:

Aydin Adnan Menderes University

Ana Başlıklar:

Dentistry (Other)

Dergi:

Meandros Medical And Dental Journal Vol.24 Issue 3, pp.187-192

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001348471

pISSN:

2149-9063

Anahtar kelimeler:

Özet:

 Objective: The pandemic has highlighted the importance of technology-supported courses throughout the world. Evaluating the perceptions of students attending these courses is important to provide high-quality education. Materials and Methods: This study was carried out on 1st, 2nd, and 3rd-grade dentistry students. The Student Perceptions Scale Regarding the Knowledge of Instructors in Technology - Supported Classrooms was applied to 207 dentistry students. This scale consists of four sub-dimensions: subject matter knowledge SMK, technological knowledge TK, knowledge of students understanding KSU, and technological pedagogical content knowledge TPCK. Results: SMK, KSU, and TPCK sub-dimension scores did not significantly differ by gender p0.05. However, the mean TK score of females 3.550.47 was found to be significantly higher than that of males 3.280.59 p0.001. There was no statistically significant difference among the SMK, TK, KSU, and TPCK sub-dimension mean scores by age p0.05. There was a statistically significant difference in the mean scores of the SMK and KSU sub-dimensions by grade p-values are p0.001 and p0.015 respectively. The mean TK and TPCK sub-dimension scores yielded no significant difference by grade p-values are p0.368 and p0.050 respectively. Conclusion: Measuring the quality of technology-assisted teaching and the instructors TPCK from the students perspective and determining student perceptions will provide accurate data on the long-term quality of education.

 Objective: The pandemic has highlighted the importance of technology-supported courses throughout the world. Evaluating the perceptions of students attending these courses is important to provide high-quality education. Materials and Methods: This study was carried out on 1st, 2nd, and 3rd-grade dentistry students. The Student Perceptions Scale Regarding the Knowledge of Instructors in Technology - Supported Classrooms was applied to 207 dentistry students. This scale consists of four sub-dimensions: subject matter knowledge SMK, technological knowledge TK, knowledge of students understanding KSU, and technological pedagogical content knowledge TPCK. Results: SMK, KSU, and TPCK sub-dimension scores did not significantly differ by gender p0.05. However, the mean TK score of females 3.550.47 was found to be significantly higher than that of males 3.280.59 p0.001. There was no statistically significant difference among the SMK, TK, KSU, and TPCK sub-dimension mean scores by age p0.05. There was a statistically significant difference in the mean scores of the SMK and KSU sub-dimensions by grade p-values are p0.001 and p0.015 respectively. The mean TK and TPCK sub-dimension scores yielded no significant difference by grade p-values are p0.368 and p0.050 respectively. Conclusion: Measuring the quality of technology-assisted teaching and the instructors TPCK from the students perspective and determining student perceptions will provide accurate data on the long-term quality of education.

 Objective: The pandemic has highlighted the importance of technology-supported courses throughout the world. Evaluating the perceptions of students attending these courses is important to provide high-quality education. Materials and Methods: This study was carried out on 1st, 2nd, and 3rd-grade dentistry students. The Student Perceptions Scale Regarding the Knowledge of Instructors in Technology - Supported Classrooms was applied to 207 dentistry students. This scale consists of four sub-dimensions: subject matter knowledge SMK, technological knowledge TK, knowledge of students understanding KSU, and technological pedagogical content knowledge TPCK. Results: SMK, KSU, and TPCK sub-dimension scores did not significantly differ by gender p0.05. However, the mean TK score of females 3.550.47 was found to be significantly higher than that of males 3.280.59 p0.001. There was no statistically significant difference among the SMK, TK, KSU, and TPCK sub-dimension mean scores by age p0.05. There was a statistically significant difference in the mean scores of the SMK and KSU sub-dimensions by grade p-values are p0.001 and p0.015 respectively. The mean TK and TPCK sub-dimension scores yielded no significant difference by grade p-values are p0.368 and p0.050 respectively. Conclusion: Measuring the quality of technology-assisted teaching and the instructors TPCK from the students perspective and determining student perceptions will provide accurate data on the long-term quality of education.

 Objective: The pandemic has highlighted the importance of technology-supported courses throughout the world. Evaluating the perceptions of students attending these courses is important to provide high-quality education. Materials and Methods: This study was carried out on 1st, 2nd, and 3rd-grade dentistry students. The Student Perceptions Scale Regarding the Knowledge of Instructors in Technology - Supported Classrooms was applied to 207 dentistry students. This scale consists of four sub-dimensions: subject matter knowledge SMK, technological knowledge TK, knowledge of students understanding KSU, and technological pedagogical content knowledge TPCK. Results: SMK, KSU, and TPCK sub-dimension scores did not significantly differ by gender p0.05. However, the mean TK score of females 3.550.47 was found to be significantly higher than that of males 3.280.59 p0.001. There was no statistically significant difference among the SMK, TK, KSU, and TPCK sub-dimension mean scores by age p0.05. There was a statistically significant difference in the mean scores of the SMK and KSU sub-dimensions by grade p-values are p0.001 and p0.015 respectively. The mean TK and TPCK sub-dimension scores yielded no significant difference by grade p-values are p0.368 and p0.050 respectively. Conclusion: Measuring the quality of technology-assisted teaching and the instructors TPCK from the students perspective and determining student perceptions will provide accurate data on the long-term quality of education.

Makale detayları

Students’ Perceptions About the Instructors’ Competence in Technology-supported Courses at Dental Faculty: A Cross-sectional Study

Yazarlar:

Çiğdem Çetin Genç | Yeşim Deniz | Celal Genç | Alpin Değirmenci | İlgi Tosun

Yayıncı:

Aydin Adnan Menderes University

Ana Başlıklar:

Dentistry (Other)

Dergi:

Meandros Medical And Dental Journal Vol.24 Issue 3, pp.187-192

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001348471

pISSN:

2149-9063

Dental education

students

perception

technology-supported course

Sayı

Makale detayları

Students’ Perceptions About the Instructors’ Competence in Technology-supported Courses at Dental Faculty: A Cross-sectional Study

Yazarlar: Çiğdem Çetin Genç | Yeşim Deniz | Celal Genç | Alpin Değirmenci | İlgi Tosun

Yayıncı: Aydin Adnan Menderes University

Ana Başlıklar: Dentistry (Other)

Dergi: Meandros Medical And Dental Journal Vol.24 Issue 3, pp.187-192

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001348471

pISSN: 2149-9063

Dental education

students

perception

technology-supported course

Sayı

Yazarlar:

Çiğdem Çetin Genç | Yeşim Deniz | Celal Genç | Alpin Değirmenci | İlgi Tosun

Yayıncı:

Aydin Adnan Menderes University

Ana Başlıklar:

Dentistry (Other)

Dergi:

Meandros Medical And Dental Journal Vol.24 Issue 3, pp.187-192

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001348471

pISSN:

2149-9063