Lele Gauri, Sikdar Mandira
Department of Liberal Studies and Education, School of Liberal Studies & Education, Navrachana University, Vadodara, Gujarat, India.
Int J Clin Pediatr Dent. 2024 May;17(5):532-538. doi: 10.5005/jp-journals-10005-2837.
This qualitative study was conducted to explore the perceptions of dental teachers about utilizing blended learning (BL) in undergraduate teaching following the COVID-19 pandemic. The objectives were to study their willingness to move to BL and to identify the reasons for their willingness or lack thereof for this transition.
This descriptive qualitative study is part of doctoral research that was conducted among health sciences teachers from the state of Maharashtra, India. The population for this study included all dental teachers from the 38 dental colleges in the state. To ensure proper representation of teachers, a proportionate stratified sampling method was used. The research tool used in this study was developed and validated, and data collection was conducted online using SurveyMonkey.
The results showed that 137 (97.16%) teachers were inclined toward utilizing BL. Thematic analysis of the responses received was carried out using NVivo software. Around 10 main emergent themes were identified, which were grouped under four key areas. The majority of the dental teachers were appreciative of the benefits of BL in terms of accessibility, flexibility, and learner engagement, but some preferred traditional teaching methods.
For the dental teachers to continue with BL in instruction, there is a need to empower them faculty development programs for successful adaptation to technology-enhanced instruction and to overcome the limitations and challenges associated with technology integration in education. The transformation from traditional face-to-face to technology-enhanced BL seems to be a worthwhile opportunity for future dental education.
Lele G, Sikdar M. Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis. Int J Clin Pediatr Dent 2024;17(5):532-538.
本定性研究旨在探讨牙科教师在新冠疫情后对本科教学中采用混合式学习（BL）的看法。目标是研究他们转向混合式学习的意愿，并确定他们愿意或不愿意进行这种转变的原因。
本描述性定性研究是一项博士研究的一部分，该研究在印度马哈拉施特拉邦的健康科学教师中进行。本研究的总体包括该邦38所牙科学院的所有牙科教师。为确保教师的适当代表性，采用了按比例分层抽样方法。本研究使用的研究工具经过开发和验证，并使用SurveyMonkey在线进行数据收集。
结果显示，137名（97.16%）教师倾向于采用混合式学习。使用NVivo软件对收到的回复进行了主题分析。确定了大约10个主要的新兴主题，并将其归为四个关键领域。大多数牙科教师认可混合式学习在可及性、灵活性和学习者参与度方面的好处，但也有一些教师更喜欢传统教学方法。
为使牙科教师在教学中继续采用混合式学习，有必要为他们提供教师发展项目，以成功适应技术增强型教学，并克服与教育技术整合相关的限制和挑战。从传统面对面教学向技术增强型混合式学习的转变似乎是未来牙科教育的一个有价值的机会。
Lele G, Sikdar M. 牙科教师对混合式学习的看法：一项定性分析。《国际临床儿科学牙科杂志》2024；17(5):532 - 538。
