Students' and lecturers' perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study.
Students' and lecturers' perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study.
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DOI：
10.1186/s12909-020-02266-3
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发表时间：
2020-10-09
影响因子：
3.6
通讯作者：
Schulz-Weidner N
中科院分区：
文献类型：
--
作者：
Schlenz MA;Schmidt A;Wöstmann B;Krämer N;Schulz-Weidner N
由于采取了物理距离措施，世界各地的大学都受到了SARS-CoV-2（COVID-19）的严重影响。因此，Justus-Liebig-University Giessen（德国）牙科学院在2020年春季学期将既定的“面对面”学习转移到在线学习。这项研究的目的是通过问卷调查评估学生和讲师对COVID-19导致的在线学习实施的看法。在线期间后，所有的学生和讲师被要求填写一份在线问卷，其中包含有关处理，教学效益，动机和整体评估的评价性声明。此外，针对讲师的调查问卷还包括关于提供在线学习方面的知识获取的其他方面。除此之外，学生和讲师还被问及未来课程中的在线学习量（独立于COVID-19）。对数据进行回归分析和T检验（p <0.05）。36.8%的学生更喜欢“面对面”学习，而不是单纯的在线学习。可以看到，讲师对在线教学的了解有所增加。学生和讲师都希望在未来的课程中跟上在线课程。然而，在网上学习的最佳数量方面，学生和讲师的观点之间存在显着差异。学生建议53.2%（24.9）（平均值（标准差）），讲师仅表示38.6%（21.5）。在这项研究的限制下，学生和讲师对在线学习的实施表现出了积极的观点，甚至在COVID-19之后的未来课程中也有机会使用在线学习。
On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established “face-to-face” learning to online learning in the spring term 2020. The aim of this study was to assess the students’ and lecturers’ perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey. After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05). 36.8% of students preferred “face-to-face” learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students’ and lecturers’ perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5). Within the limitation of this study, students’ and lecturers’ showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.
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影响因子：
158.5
作者：
Li, Qun;Guan, Xuhua;Feng, Zijian
通讯作者：
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影响因子：
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影响因子：
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影响因子：
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DOI：
10.1016/j.zefq.2017.07.007
发表时间：
2017-10-01
影响因子：
1.1
作者：
Quoss, Maximilian;Ruettermann, Stefan;Gerhardt-Szep, Susanne
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