A model of blended learning in a preclinical course in prosthetic dentistry

TY - JOUR

T1 - A model of blended learning in a preclinical course in prosthetic dentistry

AU - Reissmann, Daniel R

AU - Sierwald, Ira

AU - Berger, Florian

AU - Heydecke, Guido

PY - 2015/2/1

Y1 - 2015/2/1

N2 - The aim of this study was to evaluate the use of blending learning that added online tools to traditional learning methods in a preclinical course in prosthetic dentistry at one dental school in Germany. The e-learning modules were comprised of three main components: fundamental principles, additional information, and learning objective tests. Video recordings of practical demonstrations were prepared and cut into sequences meant to achieve single learning goals. The films were accompanied by background information and, after digital processing, were made available online. Additionally, learning objective tests and learning contents were integrated. Evaluations of 71 of 89 students (response rate: 80%) in the course with the integrated e-learning content were available for the study. Compared with evaluation results of the previous years, a substantial and statistically significant increase in satisfaction with learning content (from 30% and 34% to 86%, p<0.001) and learning effect (from 65% and 63% to 83%, p<0.05) was observed. Satisfaction ratings stayed on a high level in three subsequent courses with the modules. Qualitative evaluation revealed mostly positive responses, with not a single negative comment regarding the blended learning concept. The results showed that the e-learning tool was appreciated by the students and suggest that learning objective tests can be successfully implemented in blended learning.

AB - The aim of this study was to evaluate the use of blending learning that added online tools to traditional learning methods in a preclinical course in prosthetic dentistry at one dental school in Germany. The e-learning modules were comprised of three main components: fundamental principles, additional information, and learning objective tests. Video recordings of practical demonstrations were prepared and cut into sequences meant to achieve single learning goals. The films were accompanied by background information and, after digital processing, were made available online. Additionally, learning objective tests and learning contents were integrated. Evaluations of 71 of 89 students (response rate: 80%) in the course with the integrated e-learning content were available for the study. Compared with evaluation results of the previous years, a substantial and statistically significant increase in satisfaction with learning content (from 30% and 34% to 86%, p<0.001) and learning effect (from 65% and 63% to 83%, p<0.05) was observed. Satisfaction ratings stayed on a high level in three subsequent courses with the modules. Qualitative evaluation revealed mostly positive responses, with not a single negative comment regarding the blended learning concept. The results showed that the e-learning tool was appreciated by the students and suggest that learning objective tests can be successfully implemented in blended learning.

KW - Computer-Assisted Instruction

KW - Crowns

KW - Denture, Partial, Fixed

KW - Education, Dental

KW - Educational Measurement

KW - Feedback

KW - Humans

KW - Internet

KW - Learning

KW - Models, Educational

KW - Motivation

KW - Multimedia

KW - Online Systems

KW - Personal Satisfaction

KW - Post and Core Technique

KW - Program Evaluation

KW - Prosthodontics

KW - Students, Dental

KW - Teaching

KW - Video Recording

M3 - SCORING: Journal article

C2 - 25640620

VL - 79

SP - 157

EP - 165

JO - J DENT EDUC

JF - J DENT EDUC

SN - 0022-0337

IS - 2

ER -