Revista de Odontologia da UNESP
https://revodontolunesp.com.br/article/doi/10.1590/1807-2577.05118
Revista de Odontologia da UNESP
Original Article

Learning styles preferences and e-learning experience of undergraduate dental students

Preferências nos estilos de aprendizagem e experiência com e-learning de estudantes de graduação em Odontologia

Ana Cláudia DALMOLIN; Giselle Ariana Otto MACKEIVICZ; Márcia Thaís POCHAPSKI; Gibson Luiz PILATTI; Fábio André SANTOS

http://dx.doi.org/10.1590/1807-2577.05118 Rev. odontol. UNESP, vol.47, n3, p.175-182, 2018
PDF
Downloads: 0
Views: 979

Abstract

Abstract: Introduction: Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes.

Objective: The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning.

Material and method: Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale – five-point) which addressed the experience and the use of information and communication technologies.

Result: Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney).

Conclusion: We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

Keywords

Dental education, dental students, learning, internet, teaching

Resumo

Resumo: Introdução: A educação em ciências da saúde tem passado por profundas mudanças devido à incorporação de tecnologias de informação e comunicação (TICs). Os estudantes aprendem através de diferentes abordagens, de acordo com o seu estilo de aprendizagem. O ensino híbrido, que combina tecnologia (e-learning) com o ensino face-a-face, tem apresentado bons resultados.

Objetivo: Os objetivos deste estudo são avaliar os estilos de aprendizagem de alunos de graduação em Odontologia e a experiência com e-learning.

Material e método: Dois questionários eletrônicos foram enviados a 174 estudantes. Os estilos de aprendizagem foram determinados pelo Índice de Felder & Soloman (ILS), que avalia as quatro dimensões do aprendizado: processamento da informação (ativo-reflexivo); percepção da informação (sensorial-intuitivo); recebimento da informação (visual-verbal); e entendimento da informação (sequencial-global). Para determinar a experiência com e-learning foram usadas quatro perguntas (escala Likert de cinco pontos) sobre o uso das TICs.

Resultado: A maioria dos estudantes apresentou um estilo equilibrado para ativo-reflexivo (60%) e sequencial-global (68%). O estilo sensitivo (64%) foi predominante. Uma porcentagem mais baixa apresentou características globais (9%). Não foram encontradas diferenças quanto aos grupos de idades (19-21 e 22-33 anos) e aos gêneros (P>0,05, χ2). Contudo, houve diferença entre os grupos de idades considerando a ajuda dos websites no aprendizado (P =0,0363, Mann-Whitney).

Conclusão: Os estudantes não têm os mesmos estilos de aprendizado e experiência com e-learning. Métodos alternativos ao ensino convencional, como o ensino híbrido, podem significar vantagens no ensino da graduação em Odontologia.
 

Palavras-chave

Educação em odontologia, estudantes de odontologia, aprendizagem, internet, ensino

References

Reissmann DR, Sierwald I, Berger F, Heydecke G. A model of blended learning in a preclinical course in prosthetic dentistry. J Dent Educ. 2015 Feb;79(2):157-65. PMid:25640620.

Kavadella A, Tsiklakis K, Vougiouklakis G, Lionarakis A. Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students. Eur J Dent Educ. 2012 Feb;16(1):e88-95. http://dx.doi.org/10.1111/j.1600-0579.2011.00680.x. PMid:22251359.

Brumini G, Spalj S, Mavrinac M, Biocina-Lukenda D, Strujic M, Brumini M. Attitudes towards e-learning amongst dental students at the universities in Croatia. Eur J Dent Educ. 2014 Feb;18(1):15-23. http://dx.doi.org/10.1111/eje.12068. PMid:24423171.

McCrow J, Yevchak A, Lewis P. A prospective cohort study examining the preferred learning styles of acute care registered nurses. Nurse Educ Pract. 2014 Mar;14(2):170-5. http://dx.doi.org/10.1016/j.nepr.2013.08.019. PMid:24075793.

Jiraporncharoen W, Angkurawaranon C, Chockjamsai M, Deesomchok A, Euathrongchit J. Learning styles and academic achievement among undergraduate medical students in Thailand. J Educ Eval Health Prof. 2015 Jul;12:38. http://dx.doi.org/10.3352/jeehp.2015.12.38. PMid:26165948.

Thomas Y, Srinivasan R. Emerging shifts in learning paradigms-from millenials to the digital natives. Int J Appl Eng Res. 2016;11(5):3616-8.

Hampton DC, Keys Y. Generation Z students: will they change our nursing classrooms? J Nurs Educ Pract. 2017;7(4):111-5. http://dx.doi.org/10.5430/jnep.v7n4p111.

Kon H, Kobayashi H, Sakurai N, Watanabe K, Yamaga Y, Ono T. Personal computer versus personal computer/mobile device combination users’ preclinical laboratory e-learning activity. J Investig Clin Dent. 2017 Nov;8(4):e12248. http://dx.doi.org/10.1111/jicd.12248. PMid:27863113.

ALQahtani DA, Al-Gahtani SM. Assessing learning styles of Saudi dental students using Kolb’s learning style inventory. J Dent Educ. 2014 Jun;78(6):927-33. PMid:24882779.

Shenoy N, Shenoy KA. The perceptual preferences in learning among dental students in clinical subjects. J Clin Diagn Res. 2013 Aug;7(8):1683-5. http://dx.doi.org/10.7860/JCDR/2013/4940.3219. PMid:24086874.

Zhang H, Lambert V. Critical thinking dispositions and learning styles of baccalaureate nursing students from China. Nurs Health Sci. 2008 Sep;10(3):175-81. http://dx.doi.org/10.1111/j.1442-2018.2008.00393.x. PMid:18786058.

Al-Saud LM. Learning style preferences of first-year dental students at King Saud University in Riyadh, Saudi Arabia: influence of gender and GPA. J Dent Educ. 2013 Oct;77(10):1371-8. PMid:24098042.

Teevan CJ, L.i M, Schlesselman LS. Index of learning styles in a u.s. School of pharmacy. Pharm Pract. 2011 Apr;9(2):82-7. http://dx.doi.org/10.4321/S1886-36552011000200004. PMid:24688613.

Gonzales LK, Glaser D, Howland L, Clark MJ, Hutchins S, Macauley K, et al. Assessing learning styles of graduate entry nursing students as a classroom research activity: a quantitative research study. Nurse Educ Today. 2017 Jan;48:55-61. http://dx.doi.org/10.1016/j.nedt.2016.09.016. PMid:27710825.

Hughes JM, Fallis DW, Peel JL, Murchison DF. Learning styles of orthodontic residents. J Dent Educ. 2009 Mar;73(3):319-27. PMid:19289721.

Murphy RJ, Gray SA, Straja SR, Bogert MC. Student learning preferences and teaching implications. J Dent Educ. 2004 Aug;68(8):859-66. PMid:15286109.

Cook DA, Smith AJ. Validity of index of learning styles scores: multitrait-multimethod comparison with three cognitive/learning style instruments. Med Educ. 2006 Sep;40(9):900-7. http://dx.doi.org/10.1111/j.1365-2929.2006.02542.x. PMid:16925641.

Felder RM, Spurlin J. Applications, reliability and validity of the index of learning styles. Int J Eng Educ. 2005 Jan;21(1):103-12.

Dumbauld J, Black M, Depp CA, Daly R, Curran MA, Winegarden B, et al. Association of learning styles with research self-efficacy: study of short-term research training program for medical students. Clin Transl Sci. 2014 Dec;7(6):489-92. http://dx.doi.org/10.1111/cts.12197. PMid:25079678.

Omar E. Perceptions of teaching methods for preclinical oral surgery: a comparison with learning styles. Open Dent J. 2017 Feb;11(1):109-19. http://dx.doi.org/10.2174/1874210601711010109. PMid:28357004.

Allers N. Teaching physiology to dental students: matching teaching and learning styles in a South African dental school. J Dent Educ. 2010 Sep;74(9):986-92. PMid:20837740.

Ariana A, Amin M, Pakneshan S, Dolan-Evans E, Lam AK. Integration of traditional and e-Learning methods to improve learning outcomes for dental students in histopathology. J Dent Educ. 2016 Sep;80(9):1140-8. PMid:27587581.

Brown T, Zoghi M, Williams B, Jaberzadeh S, Roller L, Palermo C, et al. Are learning style preferences of health science students predictive of their attitudes towards e-learning? Australas J Educ Technol. 2009;25(4):524-43. http://dx.doi.org/10.14742/ajet.1127.

Google Forms. Google LLC [Internet]. 2014 [cited 2014 July 14]. Available from: https://www.google.com/forms/about/>

Kassab SE, Al-Shafei AI, Salem AH, Otoom S. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis. Adv Med Educ Pract. 2015;6:27-34. http://dx.doi.org/10.2147/AMEP.S75830. PMid:25610011.

Ginns P, Ellis RA. Evaluating the quality of e-learning at the degree level in the student experience of blended learning. Br J Educ Technol. 2009;40(4):652-63. http://dx.doi.org/10.1111/j.1467-8535.2008.00861.x.
 

5b46559f0e88252d137c7589 rou Articles
Links & Downloads
1807-2577 (Electronic)
Rev. odontol. UNESP ©2024 All rights reserved.

Rev. odontol. UNESP

Share this page
Page Sections