Department of Oral Health Sciences-Orthodontics, KU Leuven and Dentistry, University Hospitals Leuven, Leuven, Belgium.
Eur J Orthod. 2023 May 31;45(3):258-265. doi: 10.1093/ejo/cjac070.
To investigate the use of blended learning (BL) in Postgraduate Education in Orthodontics.
A self-developed online questionnaire was sent to 244 teaching staff members of the European Orthodontic Departments. They were asked to answer it and share it with their postgraduate students. 18 questions for teaching staff and 27 for postgraduate students evaluated the use, perceptions, feedback options, learning outcomes, and teacher's role in BL. The answers of teaching staff and students were statistically compared by Fisher's Exact Test, Chi-Square Test, Unpaired t-test, and Mann-Whitney Test.
124 completed questionnaires were received, 44 from teaching staff and 80 from postgraduate students. Teaching staff is more acquainted with BL than students (P = 0.001). Both groups found BL courses a good alternative to traditional courses (P = 0.654). The use of interactive multimedia was more appreciated by students (P = 0.015). Both groups found students' results not to change with BL, but teaching staff had a more negative perception (P = 0.012). In general, teaching staff perceived feedback and interaction as less essential than postgraduates in BL. Teaching staff felt more like coaches when using BL, while postgraduates did not perceive any changes in teachers' roles (P = 0.006). Limitations: Due to the General Data Protection Regulation it was not possible to directly contact the postgraduate students in Postgraduate Orthodontic Programs throughout Europe. Therefore, this study completely relied on the goodwill of the teaching staff being contacted.
The main differences in perception between teaching staff and postgraduate students were student results, teachers' role, use, and importance of feedback and interactive multimedia. Although both groups found BL courses to stimulate students' learning and to be a relevant cost-effective addition to traditional courses, they were hesitant to fully replace them with BL.
调查混合学习（BL）在正畸研究生教育中的应用。
自行开发的在线问卷发送给欧洲正畸系的 244 名教学人员，要求他们回答并与研究生分享。18 个问题针对教学人员，27 个问题针对研究生，评估 BL 的使用、认知、反馈选项、学习成果以及教师在 BL 中的角色。通过 Fisher 精确检验、卡方检验、未配对 t 检验和 Mann-Whitney 检验对教学人员和学生的答案进行统计学比较。
共收到 124 份完成的问卷，其中 44 份来自教学人员，80 份来自研究生。教学人员比学生更了解 BL（P = 0.001）。两组均认为 BL 课程是传统课程的良好替代（P = 0.654）。学生更欣赏互动多媒体的 BL 课程（P = 0.015）。两组均认为 BL 不会改变学生的成绩，但教学人员的看法更为负面（P = 0.012）。总的来说，教学人员认为 BL 中的反馈和互动不如研究生重要。教学人员在使用 BL 时更像是教练，而研究生则没有察觉到教师角色的任何变化（P = 0.006）。限制：由于通用数据保护条例，无法直接联系整个欧洲的正畸研究生项目的研究生。因此，这项研究完全依赖于被联系的教学人员的善意。
教学人员和研究生之间的认知差异主要在于学生的成绩、教师的角色、BL 的使用以及反馈和互动多媒体的重要性。尽管两组都认为 BL 课程可以激发学生的学习兴趣，并且是传统课程的一种有价值的、具有成本效益的补充，但他们都不愿意完全用 BL 课程取代传统课程。
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