Distance Education and Faculty Development, School of Dentistry, and Interim Associate Vice Provost of Online Education, University of Missouri-Kansas City , Kansas City, MO 64108, USA.
J Dent Educ. 2011 May;75(5):633-45.
The purpose of this report is to describe the rationale and subsequent transition of a pharmacology course for dental students from a traditional face-to-face lecture format to online delivery using a course management system (CMS). A dental school faculty member with dental and pharmacology degrees and a Ph.D. was asked to serve as course director and to develop and implement a nontraditional course using the Blackboard CMS technology, which houses asynchronous course content materials, study guides, and online resource materials. Respondus software was used to create, manage, and administer weekly online quizzes. A comprehensive midterm and final examination were conducted in a traditional face-to-face setting. A survey was used to capture student satisfaction with this self-directed introductory pharmacology course. Participants were second-year dental students (Classes of 2011 and 2012). There was a survey response rate of 91 percent (179/197). The Likert-style survey questions produced ordinal data from which the median and interquartile range were calculated. On a scale in which 1=Poor, 5=Excellent, the median evaluation for the instructor was 4 (IQR=1.5). On a global question that asked how students rate the course overall, the median score was 4 (IQR=1.0). Results show that a majority of students were positive about the online delivery of the introductory pharmacology course and for many students this was their first online course experience. Resistance to self-directed learning was a theme with those students who rated the course poorly. In a comparison of overall course grades from the previous year, student performance in this course was much stronger. As a result of student feedback seeking more interaction with the course director, it was determined that the next time the course is offered there will be additional opportunities for greater face-to-face time with the instructor. Ongoing evaluation will be important as new teaching technologies emerge and are adopted for teaching and learning.
本报告旨在描述将一门牙科学生药理学课程从传统的面对面讲座形式转变为使用课程管理系统 (CMS) 进行在线教学的基本原理和后续转变。一位拥有牙科和药理学学位以及博士学位的牙科学院教师被要求担任课程主任，并使用 Blackboard CMS 技术开发和实施一门非传统课程，该技术提供异步课程内容材料、学习指南和在线资源材料。Respondus 软件用于创建、管理和管理每周在线测验。在传统的面对面环境中进行全面的期中考试和期末考试。使用调查来了解学生对这门自主式入门药理学课程的满意度。参与者为二年级牙科学生（2011 年和 2012 年的班级）。调查回复率为 91%（179/197）。李克特式调查问题产生了有序数据，从中计算出中位数和四分位距。在 1=差、5=优秀的量表上，对讲师的中位数评价为 4（IQR=1.5）。在一个要求学生总体评价课程的整体问题上，中位数得分为 4（IQR=1.0）。结果表明，大多数学生对入门药理学课程的在线教学持积极态度，对许多学生来说，这是他们的第一门在线课程体验。那些对课程评价不佳的学生对自主学习存在抵触情绪。与前一年的总体课程成绩相比，学生在这门课程中的表现要强得多。根据学生寻求与课程主任更多互动的反馈，决定在下一次开设该课程时，将为学生提供与教师进行更多面对面交流的机会。随着新的教学技术的出现和被采用用于教学，持续评估将非常重要。
