Linjawi Amal I, Agou Shoroog
Department of Orthodontics, King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia.
J Microsc Ultrastruct. 2020 Nov 9;8(4):168-174. doi: 10.4103/JMAU.JMAU_40_20. eCollection 2020 Oct-Dec.
The purpose was to assess students' and faculty readiness toward online dental education in Saudi Arabia.
This is a cross-sectional study using a 5-point Likert scale questionnaire distributed to students (undergraduates and postgraduates) and faculty at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia, in 2018. It assessed individual characteristics, system competency needs, social influence, institutional support, overall readiness, and the needed technical support in using e-learning for personal as well as teaching and learning (T&L) purposes. The readiness response scale for each domain was categorized as follows: low (mean value = 1-<3), acceptable/moderate (mean value = 3-<4), and high readiness level (mean value = 4-5). Descriptive and group comparisons were conducted using Pearson's Chi-square test, paired sample -test, independent sample -test, one-way ANOVA, and Tukey's test. The statistical significance level was set at < 0.05.
the total completed response rate was 400/550 (72.7%) comprising undergraduates ( = 312), postgraduates ( = 38), and faculty ( = 50). The results showed an acceptable level of online skills with no statistically significant difference between the groups ( > 0.05). A statistically significant difference between the two categories of uses, personal and T&L, was found ( < 0.05). The undergraduate students reported statistically significantly lower readiness level in online English literacy, perceived impact of online technology on education, technology accessibility, importance of institutional support, overall readiness, and the need for technical support ( < 0.05).
Significant differences between students' and faculty readiness for e-learning adoption in dental education were reported. The current study captured the prepandemic e-readiness of students and faculty as a baseline for future assessment of pandemic effect on education.
本研究旨在评估沙特阿拉伯学生和教师对在线牙科教育的准备情况。
这是一项横断面研究，于2018年向沙特阿拉伯吉达阿卜杜勒阿齐兹国王大学牙科学院的学生（本科生和研究生）及教师发放了一份采用5级李克特量表的问卷。该问卷评估了个人特征、系统能力需求、社会影响、机构支持、总体准备情况以及在个人使用电子学习以及教学目的方面所需的技术支持。每个领域的准备情况反应量表分类如下：低（均值 = 1 - <3）、可接受/中等（均值 = 3 - <4）和高准备水平（均值 = 4 - 5）。采用Pearson卡方检验、配对样本t检验、独立样本t检验、单因素方差分析和Tukey检验进行描述性和组间比较。设定统计学显著性水平为<0.05。
总完成回复率为400/550（72.7%），其中包括本科生（= 312）、研究生（= 38）和教师（= 50）。结果显示在线技能水平可接受，各群体之间无统计学显著差异（>0.05）。在个人使用和教学这两类用途之间发现了统计学显著差异（<0.05）。本科生在在线英语读写能力、在线技术对教育的感知影响、技术可及性、机构支持的重要性、总体准备情况以及技术支持需求方面的准备水平在统计学上显著较低（<0.05）。
报告了学生和教师在牙科教育中采用电子学习的准备情况存在显著差异。本研究记录了疫情前学生和教师的电子学习准备情况，作为未来评估疫情对教育影响的基线。
