Dental Students and Faculty Perceptions of Teaching Methods: Traditional Classes, Online Virtual Classes, and Recorded Lectures
Hayam A. Alfallaj1, 3, *, Ruba M. Alkadhi2, 3, Samah N. Alfuriji2, 3, Abdulmohsen A. Alfadley1, 3, Jolanta Aleksejūnienė4
Identifiers and Pagination:Year: 2021
First Page: 348
Last Page: 356
Publisher Id: TODENTJ-15-348
Article History:Received Date: 3/12/2020
Revision Received Date: 15/4/2021
Acceptance Date: 28/4/2021
Electronic publication date: 24/08/2021
Collection year: 2021
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: (https://creativecommons.org/licenses/by/4.0/legalcode). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Rapid advancement in technology has provided alternatives to traditional classroom teaching. Such instructional methods have gained increasing importance during the COVID-19 pandemic when physical classroom attendance was not possible. The study evaluated faculty’s and students’ perceptions concerning the online virtual classes and recorded lectures as compared to traditional classes delivered at the College of Dentistry, King Saud bin Abdulaziz University for Health Sciences.
Materials and Methods:
Surveys were developed and distributed to 34 faculty members and 186 students. Perceptions about virtual classes, recorded lectures, physical attendance, the effectiveness of different teaching methods, and overall experience were evaluated. Descriptive statistics were presented using frequencies and percentages. The Chi-square test compared the students’ and the faculty members’ responses. The level of significance was set at α =0.05.
Thirty-one faculty members and 149 dental students participated, and the overall response rates were 91.2% and 80.1%, respectively. While there was a general agreement on the usefulness of making recorded lectures available, a statistically significant difference (p<0.001) was found between students’ and faculty members’ views on making classroom-lecture attendance optional (67.1% of students and 12.9% of the faculty agreed/strongly agreed). Statistically significant differences (p<0.001) were found between the students and faculty members concerning the effectiveness of recorded lectures and attending online virtual classes as an alternative to classroom attendance.
Overall, students were more accepting of technology than faculty members as a substitute for traditional classroom teaching. For a more efficient and satisfactory learning experience, both teaching methods should be considered in a blended-learning module.