Quantitative and Qualitative Analysis of Distance Learning in Dental Education During COVID-19 Outbreak

Hatice Kalender; Şükrü Can Akmansoy; Zehra Özge Çandereli; Tuğba Emine Beyhan; Burcu Aksoy; Mehmet Özyurt; Nur Şişman Kitapçı; Berceste Polat Akmansoy; Okan Cem Kitapçı; Ümit Karaçaylı; Meral Yay; Farida Fortune; Yasemin Özkan; Gonca Mumcu

Makale detayları

Quantitative and Qualitative Analysis of Distance Learning in Dental Education During COVID-19 Outbreak

Yazarlar:

Hatice Kalender | Şükrü Can Akmansoy | Zehra Özge Çandereli | Tuğba Emine Beyhan | Burcu Aksoy | Mehmet Özyurt | Nur Şişman Kitapçı | Berceste Polat Akmansoy | Okan Cem Kitapçı | Ümit Karaçaylı | Meral Yay | Farida Fortune | Yasemin Özkan | Gonca Mumcu

Yayıncı:

Marmara University

Ana Başlıklar:

Dentistry (Other)

Dergi:

European Journal of Research in Dentistry Vol.9 Issue 1, pp.9-17

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001341432

pISSN:

2630-6247

Anahtar kelimeler:

Özet:

 Aim: The aim of this study was to analyse the feedbacks that dental students provided about Distance Learning DL and to find clues regarding readiness for possible national or global emergencies during a potential COVID-19 outbreak by using both Quantitative and Qualitative Methods. Method: This cross-sectional study involved 608 dental students FM: 405203. Data were collected by using online Focus-Group discussions as a Qualitative method and electronic-questionnaires E-Questionnaire as a Quantitative method. In both methods, students were asked to evaluate questions or statements focused on cognitive load and the advantages and disadvantages of DL. Moreover, in the E-Questionnaire, the integration of technology into the dental education was evaluated by Tendency Scale for Technology Use in Class TSTUC. Factor analysis was carried out for construct validity of the TSTUC scale. Items regarding Internalizing the professional environment and Critical thinking were used for content validity of the TSTUC scale. Results: Two subtopics, namely Technology Use and Motivation and Technology were defined for TSTUC scale in the Factor Analysis. Elevated scores were observed in dental students responses, whose professional improvements regarding Internalizing the professional environment 4,2140,630 vs 3,9910,766 and Critical thinking 4,0260,683 vs 3,6670,891 were positively affected by DL p0.05. The lowest scores for items regarding DL increased Motivation, DL increased Student-Course Content Interaction, and DL increased Student-Lecturer Interaction were observed in the first-year students responses p0,05. During the focus-Group discussions, Difficulties in the Understanding of the Course Content, Inability to Relate Theoretical Knowledge with Practice, Insufficient Interactions between the Students and Lecturers were defined to be the main problems regarding DL. Conclusion: Future DL strategies for national or international emergencies should be taken into account, considering the constraints of DL for dentistry students professional developments as well as effective ways of corporating technology into education. Moreover, TSTUC scale was found to be a valid and reliable tool to evaluate the implementation of DL for dental students education.

 Aim: The aim of this study was to analyse the feedbacks that dental students provided about Distance Learning DL and to find clues regarding readiness for possible national or global emergencies during a potential COVID-19 outbreak by using both Quantitative and Qualitative Methods. Method: This cross-sectional study involved 608 dental students FM: 405203. Data were collected by using online Focus-Group discussions as a Qualitative method and electronic-questionnaires E-Questionnaire as a Quantitative method. In both methods, students were asked to evaluate questions or statements focused on cognitive load and the advantages and disadvantages of DL. Moreover, in the E-Questionnaire, the integration of technology into the dental education was evaluated by Tendency Scale for Technology Use in Class TSTUC. Factor analysis was carried out for construct validity of the TSTUC scale. Items regarding Internalizing the professional environment and Critical thinking were used for content validity of the TSTUC scale. Results: Two subtopics, namely Technology Use and Motivation and Technology were defined for TSTUC scale in the Factor Analysis. Elevated scores were observed in dental students responses, whose professional improvements regarding Internalizing the professional environment 4,2140,630 vs 3,9910,766 and Critical thinking 4,0260,683 vs 3,6670,891 were positively affected by DL p0.05. The lowest scores for items regarding DL increased Motivation, DL increased Student-Course Content Interaction, and DL increased Student-Lecturer Interaction were observed in the first-year students responses p0,05. During the focus-Group discussions, Difficulties in the Understanding of the Course Content, Inability to Relate Theoretical Knowledge with Practice, Insufficient Interactions between the Students and Lecturers were defined to be the main problems regarding DL. Conclusion: Future DL strategies for national or international emergencies should be taken into account, considering the constraints of DL for dentistry students professional developments as well as effective ways of corporating technology into education. Moreover, TSTUC scale was found to be a valid and reliable tool to evaluate the implementation of DL for dental students education.

 Aim: The aim of this study was to analyse the feedbacks that dental students provided about Distance Learning DL and to find clues regarding readiness for possible national or global emergencies during a potential COVID-19 outbreak by using both Quantitative and Qualitative Methods. Method: This cross-sectional study involved 608 dental students FM: 405203. Data were collected by using online Focus-Group discussions as a Qualitative method and electronic-questionnaires E-Questionnaire as a Quantitative method. In both methods, students were asked to evaluate questions or statements focused on cognitive load and the advantages and disadvantages of DL. Moreover, in the E-Questionnaire, the integration of technology into the dental education was evaluated by Tendency Scale for Technology Use in Class TSTUC. Factor analysis was carried out for construct validity of the TSTUC scale. Items regarding Internalizing the professional environment and Critical thinking were used for content validity of the TSTUC scale. Results: Two subtopics, namely Technology Use and Motivation and Technology were defined for TSTUC scale in the Factor Analysis. Elevated scores were observed in dental students responses, whose professional improvements regarding Internalizing the professional environment 4,2140,630 vs 3,9910,766 and Critical thinking 4,0260,683 vs 3,6670,891 were positively affected by DL p0.05. The lowest scores for items regarding DL increased Motivation, DL increased Student-Course Content Interaction, and DL increased Student-Lecturer Interaction were observed in the first-year students responses p0,05. During the focus-Group discussions, Difficulties in the Understanding of the Course Content, Inability to Relate Theoretical Knowledge with Practice, Insufficient Interactions between the Students and Lecturers were defined to be the main problems regarding DL. Conclusion: Future DL strategies for national or international emergencies should be taken into account, considering the constraints of DL for dentistry students professional developments as well as effective ways of corporating technology into education. Moreover, TSTUC scale was found to be a valid and reliable tool to evaluate the implementation of DL for dental students education.

 Amaç: Bu çalışmanın amacı, COVID-19 pandemisi sebebiyle uygulanan uzaktan eğitimin lisans diş hekimliği eğitimine etkilerini kantitatif ve kalitatif yöntemlerle değerlendirmektir. Yöntem: Bu kesitsel çalışmaya 608 diş hekimliği öğrencisi KE: 405203 dâhil edilmiştir. Veriler, kalitatif yöntem kullanımı ile odak grup görüşmeleri ve kantitatif yöntem kullanımı ile e-anket aracılığıyla elde edilmiştir. Her iki yöntemde de öğrencilere uzaktan eğitimin avantajları, dezavantajları ve uzaktan eğitimde bilişsel yük ile ilgili sorular sorulmuştur. Ayrıca, e-anket formunda diş hekimliği eğitimine teknolojinin entegre edilmesini değerlendirmek için Derste Teknoloji Kullanımına Yönelik Eğilim Ölçeği DTKEÖ kullanılmıştır. Ölçeğin Yapı Geçerliliği için Açıklayıcı Faktör Analizi yapılmıştır. Ölçeğin Kapsam Geçerliliği için, UEnin çıktıları olan Profesyonel ortamı içselleştirme ve Eleştirel düşünme maddeleri kullanılmıştır. Bulgular: Faktör analizinde Teknoloji Kullanımı ile Motivasyon ve Teknoloji boyutları tanımlanmıştır. UEde Mesleki ortamı içselleştirme 4,2140,630 vs 3,9910,766 ve Eleştirel düşünme 4,0260,683 vs 3,6670,891 açısından mesleki gelişimlerinin olumlu yönde etkilendiğini düşünen diş hekimliği öğrencilerinde ölçeğin her iki alt boyutuna ait puanların daha yüksek olduğu gözlenmiştir p0.05. Uzaktan eğitim motivasyonu artırır, Uzaktan eğitim öğrenci-ders içeriği etkileşimini artırır ve Uzaktan eğitim öğrenci öğretim üyesi etkileşimini arttırır maddelerine ilişkin en düşük puanların, birinci sınıf diş hekimliği öğrencilerinin yanıtlarında gözlenmiştir p0,05. Odak grup görüşmelerinde belirtilen başlıca sorunlar; ders içeriğini anlamada güçlükler, teorik bilginin klinik uygulama ile ilişkilendirilememesi, öğrenci ve öğretim üyesi etkileşiminin yetersizliğidir. Sonuç ve Öneriler: Gelecekteki olası global düzeydeki acil durumlar için uzaktan eğitimin avantajları ve sınırlılıklarının yanı sıra diş hekimliği öğrencilerinin ihtiyaçları da göz önünde bulundurulmalıdır. Bununla birlikte DTKEÖ, diş hekimliğinde uzaktan eğitimin değerlendirilmesinde kullanılabilecek geçerli ve güvenilir bir ölçektir.

Makale detayları

Quantitative and Qualitative Analysis of Distance Learning in Dental Education During COVID-19 Outbreak

Yazarlar:

Hatice Kalender | Şükrü Can Akmansoy | Zehra Özge Çandereli | Tuğba Emine Beyhan | Burcu Aksoy | Mehmet Özyurt | Nur Şişman Kitapçı | Berceste Polat Akmansoy | Okan Cem Kitapçı | Ümit Karaçaylı | Meral Yay | Farida Fortune | Yasemin Özkan | Gonca Mumcu

Yayıncı:

Marmara University

Ana Başlıklar:

Dentistry (Other)

Dergi:

European Journal of Research in Dentistry Vol.9 Issue 1, pp.9-17

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001341432

pISSN:

2630-6247

COVID-19 Pandemic

Distance Learning

Undergraduate Dental Education

Quantitative analysis

Qualitative analysis.: COVID-19 pandemisi

Uzaktan Eğitim

Lisans Dişhekimliği Eğitimi

Kantitatif

Kalitatif.

Sayı

Makale detayları

Yazarlar: Hatice Kalender | Şükrü Can Akmansoy | Zehra Özge Çandereli | Tuğba Emine Beyhan | Burcu Aksoy | Mehmet Özyurt | Nur Şişman Kitapçı | Berceste Polat Akmansoy | Okan Cem Kitapçı | Ümit Karaçaylı | Meral Yay | Farida Fortune | Yasemin Özkan | Gonca Mumcu

Yayıncı: Marmara University

Ana Başlıklar: Dentistry (Other)

Dergi: European Journal of Research in Dentistry Vol.9 Issue 1, pp.9-17

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001341432

pISSN: 2630-6247

Sayı

Yazarlar:

Hatice Kalender | Şükrü Can Akmansoy | Zehra Özge Çandereli | Tuğba Emine Beyhan | Burcu Aksoy | Mehmet Özyurt | Nur Şişman Kitapçı | Berceste Polat Akmansoy | Okan Cem Kitapçı | Ümit Karaçaylı | Meral Yay | Farida Fortune | Yasemin Özkan | Gonca Mumcu

Yayıncı:

Marmara University

Ana Başlıklar:

Dentistry (Other)

Dergi:

European Journal of Research in Dentistry Vol.9 Issue 1, pp.9-17

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001341432

pISSN:

2630-6247