1, 10 Students in health profession fields are required to gain and integrate theoretical and clinical knowledge in a suitable environment to become safe and competent health professionals. 7– 9 However, the influence of online learning methods on students’ satisfaction, motivation, and self-assessment is greater when it is integrated with conventional methods. 1– 6 It has been undeniable that e-learning is equivalent to traditional classroom methods in regard to students’ knowledge gain and performance. Several e-learning and online learning tools and methods have been explored in the literature as effective tools and methods to expand the possibilities of teaching and learning in the health profession fields, including dental education. 1, 4, 5 Most higher education institutions are moving to implement online education in their programs. 1– 5 It has also been found to satisfy different learning styles, which is considered a major success factor in teaching and learning. Keywords: e-learning, dental education, curriculum reform, online, technologyĮ-learning had become an important method in education for its efficiency in providing education with lower costs, for ease of accessibility at any time and anywhere and for overcoming many traditional educational problems, such as lack of classrooms and a shortage of faculty. The need for much support in some skills was also reported.
However, the perceived impact of and readiness for e-learning were found to be less acceptable as students matured. Multiple technical and content development supports were reported.Ĭonclusion: This study showed acceptable levels of individual characteristics and system competency levels as well as the perceived importance of using technology in dental education among the participants. The T2 group reported significantly lower levels of online English literacy ( P<0.01), perceived impact of e-learning on dental education, and readiness for e-learning ( P<0.001). A significant difference was reported in using e-learning for personal compared to learning purposes ( P<0.05).
They also showed acceptable levels of e-learning experience and social influence on e-learning adoption with no significant difference between the groups ( P>0.05). The response scale for each domain was categorized as follows: low readiness level (mean value=1–0.05). It assessed technological access, computer skills, online skills, and motivation level in using e-learning for personal and learning purposes and overall readiness for e-learning adoption in dental education. Materials and methods: This is a longitudinal study using a 5-point Likert scale questionnaire distributed to a cohort group of undergraduate dental students at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia, during their fourth year (T1) and internship year (T2). Purpose: The purpose of this study was to assess students’ perception, attitudes, and readiness toward online dental education in Saudi Arabia. 1Department of Orthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia 2Department of Advanced General Dentistry, The Dental Hospital, King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia 3Residency Program, Saudi Board in Restorative Dentistry, Jeddah, Kingdom of Saudi Arabia
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