Online Learning Satisfaction and Acceptance among Al-Quds University Dental Students

Ra’Ed O Abu Hantash,Mohammad Assaf,Mohammed Abu Younis

doi:10.4236/ce.2020.1110146

Abstract

Objective: Online learning gained credit and acceptance among university students all over the world. COVID-19 outbreak urged educational institutions to adopt that model of learning. A study conducted at Al-Quds university in Jerusalem-Palestine among first, second, third, fourth- and fifth-academic year dental students aimed to evaluate their satisfaction on online learning. Academic year level was also assessed to investigate its effect on E-learning. Materials and Methods: The participants were 328 students (257 females, and 71 males) and their mean age was (20.5 years). A reliable and valid questionnaire was used to assess their perception levels regarding “perceived ease of use” (PEOU), “perceived usefulness” (PU), “perceived online education support service quality” (PSQ), and “online learning acceptance and student satisfaction (OLAS). Data were analyzed using factor analysis, structural equation model techniques, independent sample t-test and logistic regression. Results: Mean scores for the students on the questionnaire domains perceptions of online learning ranged from 2.14 (1.57) to 2.72 (1.70) on a 5-point scale. Cronbach’s alpha test is used to measure the reliability and internal consistency of the associated questionnaire domains, (Cronbach’s Alpha Based on Standardized Items > 0.896, and P value = 0.000). Academic year level has significant (P value = 0.000) effect on all questionnaire perceptions domains (PEU, PU, PSQ, and OLAS). Conclusions: Online education could be accepted among dental students in the clinical level of dental education (fourth and fifth years). First, second, and third dental year students (preclinical stages) didn’t accommodate and adopt E-learning technology. Expenses, COVID- 19 pandemic, facilities and logistics regarding E-learning could be factors related to what has been yielded in this study. Covid-19 pandamic might affect negatively on the results. Further research should be conducted to explore the value effectiveness of E-learning.

Highlights

Online learning which depends on technical-based tuition and training, provides students with a virtual environments and activities, such as: investigation and audiovisual interaction with a variety of subjects (Al Rahmi et al, 2018)
A study conducted at Al-Quds university in Jerusalem-Palestine among first, second, third, fourth- and fifth-academic year dental students aimed to evaluate their satisfaction on online learning
Challenges implemented in e-learning medical education, are: insufficient infrastructure, slow speed and low quality of videos or visual outputs, difficulties in reading content from a computer screen, slow downloading from the internet, inadequate computer services, and frequent electrical power shortages (Agrawal et al, 2011; Kaliyadan et al, 2010; Johnson et al, 2007; Nartker et al, 2010; Erah & Dairo, 2008; de Maio & Ferreira, 2001; Corrêa et al, 2003; Obura et al, 2011; Vincent et al, 2003)

Summary

Introduction

Online learning which depends on technical-based tuition and training, provides students with a virtual environments and activities, such as: investigation and audiovisual interaction with a variety of subjects (Al Rahmi et al, 2018). Online learning has been revealed to be effective as other educational methods for gaining of knowledge, skills, and behavior (Means et al, 2009; Cook et al, 2008). Regarding the cost effectiveness of E-learning, controversy is existent between saving costs (if compared with face to face education) (Sandars, 2010; Maloney et al, 2015) and high expenses for its development and maintenance (Cook, 2014; Stotzer et al, 2013; Delgaty, 2013)

Methods

Results

Discussion

Conclusion