Off-campus Students Research Articles

Impact of Areal Factors on Students’ Travel Mode Choices: A Bayesian Spatial Analysis

A preliminary analysis of the 2018/2019 Austin Travel Survey indicated that most off-campus students in Travis County, TX, tend to use cars rather than more sustainable transportation modes, significantly contributing to traffic congestion and environmental impact. This study aims to analyze the impacts of areal factors, including environmental and transportation factors, on students’ choices of travel mode in order to promote more sustainable transport behaviors. Additionally, we investigate the presence of spatial correlation and unobserved heterogeneity in travel data and their effects on students’ travel mode choices. We have proposed two Bayesian models—a basic model and a spatial model—with structured and unstructured random-effect terms to perform the analysis. The results indicate that the inclusion of spatial random effects considerably improves model performance, suggesting that students’ choices of mode are likely influenced by areal factors often ‘unobserved’ in many individual travel mode choice surveys. Furthermore, we found that the average slope, sidewalk density, and bus-stop density significantly affect students’ travel mode choices. These findings provide insights into promoting sustainable transport systems by addressing environmental and infrastructural factors in an effort to reduce car dependency among students, thereby supporting sustainable urban development.

An Effective Teaching Pedagogy Involving an Online Learning Platform under a Multi-Campus Teaching Model

AbstractNowadays, many universities around the globe have offered distance learning to their students in addition to the traditional face-to-face learning mode. Furthermore, a number of universities have multiple campuses, thereby requiring these universities to adopt a multi-campus learning model. This setting creates numerous teaching and learning challenges. This paper aims to: (a) explore what major teaching and learning challenges are faced by Central Queensland University (CQU) due to its multiple campuses and a diverse student cohort involving both on-campus and off-campus students, and (b) discuss our teaching pedagogy (including the use of an online learning platform) for an information systems analysis and design (ISAD) unit at CQU with a view to alleviating these teaching/learning challenges. We analyzed qualitatively and quantitatively the effectiveness of our teaching pedagogy in addressing the teaching/learning challenges. We performed a two-sample t-test involving a total of 216 ISAD students and found that, by adopting our teaching pedagogy, there was no significant difference in academic performance between urban (mostly on-campus) and regional (mostly off-campus) students. Also, our teaching pedagogy reduced the dropout percentages of both urban and regional students, particularly the regional students.

Regression approach to analyze the travel characteristics of university students

ABSTRACT This study at the University of Engineering and Technology (UET), Lahore, examined students’ travel behavior, mode choice and constraints. Data from 1,449 students were analyzed using various statistical methods, including descriptive analysis, latent class analysis (LCA), multinomial logistic regression (MNL), correlation, and linear regression. The model’s accuracy was evaluated by calculating the percent error. Walking was the most popular mode of transportation within the campus, preferred by 37% of students. Most students traveled 1-15 km, taking 10-15 minutes, with off-campus students typically making three trips to their destination. Safety concerns significantly influenced 37% of students’ travel behavior due to built-in constraints.

Social Determinants of Health and College Food Insecurity.

In recent years, many students have faced economic hardship and experienced food insecurity, even as universities strive to create more equitable pathways to college. There is a need for a more holistic perspective that addresses the complexity of food insecurity amongst college students. To this end, we examined the relationship between the social determinants of health, including college food insecurity (CoFI) and childhood food insecurity (ChFI), and their relationship with well-being measures. The study sample was a convenience sample that included 372 students at a public university who responded to an online survey in fall 2021. Students were asked to report their food security status in the previous 30 days. We used the following analytical strategies: chi-square tests to determine differences between food secure (FS) and food insecure (FI) students; binary logistic regression of CoFI on student demographics and ChFI; and ordinal or binary logistic regression for well-being measures. Black students, off-campus students, first-generation students, in-state students, and humanities/behavioral/social/health sciences majors were more likely to report CoFI. FI students were more likely to have experienced ChFI and to have lower scores on all well-being measures. ChFI was associated with four well-being measures and its effects were mediated by CoFI. College student health initiatives would benefit from accounting for SDOH, including ChFI experiences and its subsequent cumulative disadvantages experienced during college.

Social Networking Sites Mediated Course Reflections on Instructional Technology: A Case Study of Female Students at Women's University

This study investigates the efficacy of a Facebook-mediated online instructional technology program at Lahore Women's University. The researchers collected data from 45 students who participated in a one-month course on instructional technology via Facebook, along with their course comments and feedback. The results showed that students maintained their interest and acquired knowledge about teaching resources and computer programs that aligned with their comfort and interests. Facebook provided them with the freedom to converse with friends and discuss course materials without the pressure of strict deadlines. Social media platforms offer an effective means of facilitating international interactions, collaboration, and unstructured learning for both on-campus and off-campus students, thanks to their accessibility, affordability, and civic features. A significant number of female students strongly advocated for using Facebook as a platform for online teaching and learning due to its capacity to allow them to openly express and address their concerns while studying instructional technology. The report recommends leveraging social media platforms for instructional delivery, training, and collaborative endeavors, and encouraging universities to incorporate these channels into their academic calendars and activities.

Bilişim Destekli Hibrit Eğitim Modellemesinin Açık ve Uzaktan Öğrenme Sistemlerinde Kullanımı

Hybrid education (hybrid education) is the name given to distance education by using the possibilities of technology to eliminate time-and space-related obstacles to traditional face-to-face education. The history of this education, more commonly known as distance education, dates back to the 1700s. Due to the inadequacy and slowness of the postal services of that day, he could not be healthy and orderly. the curative studies carried out in 1892 began to make academic sense in 1943 when the American army took over distance education for individuals. The term distance education, which was first mentioned in the University of Wisconsin's catalog in 1892, was also used for the first time in an article written by William Lighty in 1906. Later, this term was introduced by the German educator Otto Peters in the 1960s and 1970s in Germany using the concept of fernunterricht and applied in France under the name of distance education. Distance education is an environment in which someone who is away from the learner in terms of time and space performs systematic learning in order to communicate bilaterally using different types of media. When they compared distance education technologies with traditional face-to-face learning, there was no difference in achievement between broadcasting the courses on television and taking them face-to-face. Dec. Similarly, the success of students taking courses in interactive classes was similar to that of students in traditional classes. Off-campus students have been more successful than on-campus students because the course materials have been prepared better and more regularly and clearly. Secondly, students who received off-campus education showed shorter learning because they learned in sequential parts, from simple to complex, in a more sequential manner. However, students on campus were able to receive more direct and face-to-face support. Key Words: Informatics, Hybrid Education, Open and Distance Learning

Nursing students' experiences of different learning spaces: A comparative mixed methods study

Clinical skills are traditionally taught face-to-face in nursing education. The COVID-19 pandemic triggered a surge in online learning, prompting the creation of an innovative method of teaching clinical skills online. This study aimed to explore students’ experiences of learning clinical skills in on-campus and off-campus learning spaces and determine which learning space students preferred. Undergraduate nursing students (n=135) undertook a mixed-method survey. Quantitative data analysis revealed that on-campus students reported higher satisfaction with the realism of the clinical skill learning activity (p=0.015). Off-campus students practiced the clinical skill more frequently (p=0.024). Thematic analysis of qualitative data identified themes of feedback, logistics, opportunities to practice, realism, and feeling comfort. Responses provided insight into students’ preferred experiential learning styles, preferences for learning spaces, and how they engaged in deliberate practice. Preferred experiential learning styles may influence how students undertake deliberate practice and their preference for face-to-face or online learning. This study indicates that off-campus learning can complement on-campus training to cater to diverse learning styles and foster deliberate practice.

Technology usage of off-campus undergraduates for library social media engagement

This study aimed to explore the technology usage of off-campus undergraduate students for library social media engagement. A cross-sectional survey was conducted among 245 off-campus university students at Adeleke University. Data were collected using a self-administered questionnaire and analyzed using descriptive statistics and chi-square analysis. The findings suggest that off-campus undergraduate students are ready for library social media engagement, with Facebook being the most commonly used platform. However, among the off-campus students, the study found that working students tend to engage less frequently with the library social media than non-working students. The major hindrance to off-campus students’ engagement with the library’s social media is their busy schedule, followed by a lack of time. The study recommends that libraries prioritize Facebook more as a social media platform for engaging with off-campus undergraduate students.

Digital Transformation of Education Toward Successful Internships: A Methodology Developed Over Seven Years and Tested During COVID-19

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article provides a teaching methodology which combines project-based learning, self-regulated learning (SRL), and design projects (DPs) to improve the preparedness of students for computing science-related internships. The methodology is supported by the implementation of the educational technology that transforms the way teaching and learning is transformed to benefit on-campus and off-campus students equitably, during the COVID-19 pandemic. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> Success in the workspace is governed by the ability of an individual to learn on-the-job and independently. Online learning has led to a shift from instructor-led learning to SRL. This requires individuals to discipline themselves, and be in control of their learning and education. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Outcome:</i> The success of internships is improved with skills learnt in class through hands-on real-world projects. Both on/off-campus students gain equitable relevant experience. The teaching methodology developed over several years combines project-based learning, SRL, and DPs. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Application Design:</i> The methodology was applied using a flipped classroom approach. The educational technology was used to enhance SRL before in-class learning. This way, in-class rote learning was replaced with hands-on projects. Exam assessments were replaced with DPs where soft skills and technical skills are applied. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> The effectiveness of the developed methodology is measured through quantitative and qualitative evaluation tools. The evaluation demonstrates that combining well-designed education technology for SRL, with in-class project-based learning and DPs, can improve students’ chances in getting high-impact internships.

The lived experiences and the struggles for visibility of the University of Zululand’s (South Africa) off-campus students: a Fanonian analysis

ABSTRACT The expansion of student enrollment at the University of Zululand has resulted in the studentification of the host village of KwaDlangezwa, as well as the expansion of off-campus housing. A number of students occupy off-campus housing provided by landlords. The objective of this study was to investigate the lived experiences of students who reside in the village. Using in-depth interviews with off-campus students and Fanon’s concept of the wretched, I argue that the students at the University of Zululand are the wretched of our times, and that the core-periphery geographies conceived during the apartheid era persist in post-apartheid South Africa.

Mental health and COVID-19 in university students: a qualitative study comparing Italy and the UK

IntroductionThe worldwide spread of the COVID-19 pandemic affected all major sectors, including higher education. The measures to contain this deadly disease led to the closure of universities across the globe, introducing several changes in students’ academic and social experience. During the last two years, self-isolation together with the difficulties linked to online teaching and learning, have amplified psychological burden and mental health vulnerability of students.ObjectivesWe aimed to explore in depth students’ feelings and perspectives regarding the impact of the COVID-19 on their mental health and to compare these data among students from Italy and the UK.MethodsData were resulting from the qualitative arm of “the CAMPUS study”, a large ongoing project to longitudinally assess the mental health of university students enrolled at the University of Milano-Bicocca (Unimib, Italy) and the University of Surrey (UoS, Guildford, UK). We conducted in-depth interviews through the Microsoft Teams online platform between September 2021 and April 2022, and thematically analysed the transcripts.ResultsA total of 33 students (15 for Unimib and 18 for UoS), with a wide range of sociodemographic characteristics, were interviewed. Four themes were identified: i) impact of COVID-19 on students’ mental health; ii) causes of poor mental health; iii) most vulnerable subgroups; vi) coping strategies.Anxiety symptoms, social anxiety, and stress were frequently reported as negative effects of the pandemic, while the main sources of poor mental health were identified in loneliness, exceeding time online, unhealthy management of space and time, bad organization/communication with university, low motivation and uncertainty about the future. Freshers, international or off-campus students, as well as both extremely extroverted and introverted subjects, represented the most vulnerable populations, because of their extensive exposure to loneliness. Among coping strategies, the opportunity to take time for yourself, family support, and mental health support were common in the sample.Some differences were found comparing students from Italy and the UK. While at Unimib the impact of COVID-19 on mental health was mainly described in relation to academic worries and the inadequate organization of the university system, UoS students, familiar to the conviviality of campus life, explained these effects as a result of the drastic loss of social connectedness.ConclusionsThe current study highlights the key role of mental health support for university students, mainly during crisis times, and calls for measures to improve communication between students and the educational institution, as well as to encourage social connectedness.Disclosure of InterestNone Declared

Need analysis in the development of PjBL-based assessment instruments for coastal mathematic and science education students

Mathematics and science education in coastal areas pose unique challenges that require appropriate teaching approaches. Project-Based Learning (PjBL) has emerged as a learning model that can enhance student engagement and the application of concepts in real-world contexts. Therefore, this research aims to conduct a needs analysis for the development of PjBL-based assessment instruments for mathematics and science education students in coastal areas. This needs analysis research was an early stage of development research consisting of stages 1) analysis, 2) design, and 3) development. This descriptive study used a questionnaire technique to collect data in the form of lecturer responses to the PjBL assessment instrument needs. Data analysis was carried out using simple statistics, namely percentages and also qualitatively. Based on the research results, it was found that lecturers still had difficulties in developing PjBL assessments. Difficulties felt by lecturers were difficulties in preparing the PjBL stages, determining descriptions of the assessment rubrics, details of project implementation by off-campus students, conformity of assessments with projects made, determining criteria/aspects and scores. All lecturers agree/strongly agree that the development of assessment instruments in PjBL is carried out for Mathematics Education, Chemistry Education and Biology Education.

How are you travelling? Facing retention head-on

Learner engagement and cultivating a sense of belonging is the primary challenge of providing distance, hybrid, and online modes of higher education (Parkes et al., 2015). In response to this need, we designed and embedded the ‘How are You Travelling?’ (HYT) block into 285 teaching sites over 6 years enabling student engagement. It provides a short side-by-side sequence of expressive emoji – from happy to tearful – in a high-visibility area of the course page within the LMS platform. When learners open the course, alongside the course content, they are greeted with a simple query: ‘How are you travelling?’. The block is part of a holistic approach to engagement (Boulton et al., 2019), allowing for integration with broader university support services as appropriate to student needs. For students who are anxious or intimidated by directly contacting teachers via email, or publicly posting to discussion forums, the HYT block provides an approachable space for instigating open dialogue, increasing a sense of engagement (Hammill et al., 2020; Muzammil et al., 2020), and breaking cycles of distance, isolation and disconnect, with the overall goal to improve learner retention (Muljana &amp; Luo, 2019). In the HYT block, learners select an emoji indicating positive or negative affect and are taken to a form to optionally respond further. The HYT block draws on innovative uses of available functionality within the platform, without the need for custom plugins, including automatic alerts for teachers. The simplicity in design allows learners to reach out when in need or share when they are going well. From a learning design perspective, the block is developed to: Provide a real-time and responsive support Act as a visual prompt to access support Indicate that students are valued within the online learning community Encourage and facilitate learner to instructor interaction (Hirumi, 2013) Positive reactions allow the learner to communicate with the teacher about their positive learning journey, while the negative-coded emotions provide options to allow the teacher to reach out to them directly. There were 2,963 student interactions with the block (averaging 10.4 student interactions per site), of which 62.2% were positive-coded and 37.7% were negative-coded. Emoji was selected over written text as a more universal emotive language, allowing the learner to interpret the faces in a way that aligns to their own subjective experience (McCulloch, 2019). The intentional use of open-ended questions and emotion-based iconography can provide insight into the more “subjective aspect of the student experience” (Boulton et al., 2019, p. 1). The HYT block and any follow-up conversations are not restricted by mode of study, so both on- and off-campus students can benefit. Being located directly in the course throughout the teaching duration, the HYT block allows for early intervention and timely feedback on issues, course content, and student affect, that are not readily available through traditional university feedback mechanisms, such as post-teaching surveys. Feedback from students on their progress allows teachers to engage with the learner and address issues on a personalised one-to-one basis, improving student engagement and anxiety (see Table 1). Table 1. Results of 2022 HYT Block Teacher Feedback Survey Survey Questions n % Contacted students as a result of student interaction with block 30 63.3 Initiated follow up action as result of contact with student 19 47.4 Perceived impact on student anxiety 27 Positive 44.4 Neutral 55.6 Negative 0.0 Perceived impact on student engagement with teacher 27 Positive 48.1 Neutral 51.9 Negative 0.0 Ease of Use 17 Positive 41.2 Neutral 58.8 Negative 0.0 Would recommend tool 27 77.8

TRANSPORT MODE CHOICE AMONG OFF-CAMPUS STUDENTS IN A HILLY ENVIRONMENT: THE CASE OF AIZAWL, INDIA

In recent years, the transport mode choice of students of higher educational institutions has become a subject of increasing interest. Investigating the modal choice of students, who form a considerable section of the population, is crucial for sustainable urban transport planning and understanding the quality of life of students. Reviews of previous studies have indicated that hilly cities in less developed countries are neglected in transportation studies. The present paper investigates the travel behaviour of non-local, off-campus college students in Aizawl – a fast-growing hilly city in northeast India. The study found that transport mode choices are influenced by interrelated factors, including socio-economic background, demographic, availability of transport mode and location of housing. It was also found that walking and public buses are the most preferred modes of commuting among the studied college students. Female students who rent houses near their colleges are more likely to walk than their male counterparts. On the other hand, male students belonging to high-income families tended to travel by private vehicles from their residences, which are located relatively far away from colleges. The study argues for the enhancement of the intake capacity of residential hostels inside the campus to improve the growing transport problem of off-campus students in the city.

AFFORDABLE STUDENT ACCOMMODATION: A PERSPECTIVE OF TERTIARY STUDENTS

The cost of accommodation is becoming a challenge to many tertiary students, leading to the student's demonstration in institutions. The study's primary purpose is to establish students' views regarding the affordability of their accommodation. A quantitative approach was adopted for the study by using closed-ended and open-ended questionnaires to collect data from 98 tertiary students from the University of the Free State. Statistical analysis in Excel was used to analyse the data collected. The findings reveal that students generally perceive their rental values to be affordable. There is no perception variance of accommodation affordability for employed and unemployed off-campus students. What students pay currently for their accommodation seems to match the affordable amount. Again, off-campus students also perceive their accommodation's affordable monthly rental value between R2000 – R3999. The government and university authorities should consider what students consider affordable when partnering with private developers to prevent them from charging students exorbitant rent for the available space, hindering less privileged students' ability to afford it. The survey was applied to only the University of the Free State students in Bloemfontein; however, the results may apply to other universities in South Africa. This study gives the government and tertiary institution management bodies insight into negotiating with private developers to ensure rental values are within the affordable amount. The study also revealed the rental amount considered affordable by the students, which may guide private developers in future developments cost of the student's accommodation to make their businesses more sustainable.

AFFORDABLE STUDENT ACCOMMODATION: A PERSPECTIVE OF TERTIARY STUDENTS

The cost of accommodation is becoming a challenge to many tertiary students, leading to the student's demonstration in institutions. The study's primary purpose is to establish students' views regarding the affordability of their accommodation. A quantitative approach was adopted for the study by using closed-ended and open-ended questionnaires to collect data from 98 tertiary students from the University of the Free State. Statistical analysis in Excel was used to analyse the data collected. The findings reveal that students generally perceive their rental values to be affordable. There is no perception variance of accommodation affordability for employed and unemployed off-campus students. What students pay currently for their accommodation seems to match the affordable amount. Again, off-campus students also perceive their accommodation's affordable monthly rental value between R2000 – R3999. The government and university authorities should consider what students consider affordable when partnering with private developers to prevent them from charging students exorbitant rent for the available space, hindering less privileged students' ability to afford it. The survey was applied to only the University of the Free State students in Bloemfontein; however, the results may apply to other universities in South Africa. This study gives the government and tertiary institution management bodies insight into negotiating with private developers to ensure rental values are within the affordable amount. The study also revealed the rental amount considered affordable by the students, which may guide private developers in future developments cost of the student's accommodation to make their businesses more sustainable.

The Effects of On-Campus Residence on Academic Performance of University Students: A South African Perspective

The article is based on a comparative study that aimed to determine whether on-campus residence may exert an influence on students’ academic performance. Eighty participants from the Faculty of Humanities at one of the universities of technology in Soshanguve, South Africa, were sampled to participate in the study. The rationale behind this was that the Faculty of Humanities offers day classes and evening classes, which are attended by both on-campus and off-campus students. Quota sampling was used to select the participants. From an academic perspective, the study attempted to ascertain which of the afore-mentioned residences can contribute to students’ academic success. The study found that on-campus students have a greater chance of performing well, when compared to their counterparts, the off-campus students. The findings further revealed that there is a dialectical relationship between students’ academic performance and their residence. The study records the following qualitative variables to academic success: access to safety and an environment that is conducive to learning, academic tutorship and mentorship programmes, social and personal contact relationships, and library and internet resources. In this quest, these variables are crucial to the enhancement of students’ learning development.

A self-determination theoretical approach into survival strategies of on-campus and off-campus students from low-income families

An enormous number of students from rural-based universities are drawn from provinces which are primarily regarded as rural provinces in South Africa, due to underdevelopment which is rhetorically blamed on the legacy of apartheid. Moreover, a vast number of these students are enrolled at universities as first generation and largely come from low-income families, characterised by elements of poverty. These students often experience literacy problems, mostly because of the type of high school they attended. Be that as it may, these students need to survive, hence, the need for this type of exploration, which sought to understand survival strategies of students from low -income families in a South African rural-based university. This study or article is solely rooted on Self-determination theory as the theoretical point of departure. Nevertheless, it also incorporates elements of Bandura’s Social cognitive theory as a supplementary theory. Following a qualitative research design, the population of the study comprised students from low-income families. Purposive and snowball sampling procedures were used to select students’ questionnaires with open-ended questions, whilst content analysis was used as a data analysis tool. The findings of the article exhibit several complexities and difficulties that students from low-income families endure such as lack of funds, materials and being exposed to crime. Students make use of financial aid schemes, peer support groups and university’s financial aid to survive. The article has implications for higher education institutions on how they can adopt a variety financial aid practices that could be tailored towards assisting on-campus and off-campus students from low-income families.

AN ONLINE SPACE-TIME BUDGET AND PROPENSITY FOR CYBERCRIME BY STUDENTS OF TERTIARY EDUCATIONAL INSTITUTIONS IN JIGAWA STATE, NIGERIA

This study investigated the time budget on internet-based social networking and tendency for deviance interaction among students of various tertiary educational institutions in Jigawa state Nigeria (N=600), living in different accommodation system. The study purports to identify the common social networking platforms, and the time budget for interactions on them by the participants. The propensity for cybercrime in the social networking interactions with the mediating effect of low self-control was also tested, using descriptive and inferential statistics. The results of descriptive analysis revealed that the participants mostly visit WhatsApp, Facebook, Instagram, and other sites. The visitation is higher among campus-based participants, followed by off-campus students, then the students that live with their families The night time is the most common moment for the participants engagement in internet-based social networking (N=239), followed by morning (N=65) then afternoon (N=64), and midnight interactions being the least (N=30). Significant number of the participants (N=202) however reported no specification for the most common time use of internet-based networking (they visit any time they wish). The inferential statistics using Pearson product moment correlation (PPMC) suggests nonexistence of association between indicators of an online interaction relating to substance abuse and property crime with measures of low self-control. However, an online sexual-related interaction (sexting) reveals weak positive association with measures of risk taking. Creating online educational development groups in social networking sites with presence of mentors’ leadership as guardians was suggested among others, to reduce the more time spent by students for illicit interactions, and instead the spaces be utilized for educational development purposes.

Knowledge, Perceived Risk, and Preventive Behaviors amidst Covid-19 Pandemic among Dental Students in Malaysia.

Purpose: Coronavirus disease 19 (COVID-19) has affected dental education in Malaysia. However, studies on dental students’ knowledge, perception, and behaviors with regards to COVID-19 are very limited. Thus, this study aims to determine the knowledge status, perceived risk, and preventive behaviors of dental students in Malaysia regarding COVID-19. Methods: A cross-sectional study was conducted among students from 13 dental schools across Malaysia using online questionnaires. Results: From 355 respondents, 93.5% obtained a high score of knowledge of COVID-19. Female respondents scored higher than males in perceived risks and preventive behaviors. Chinese respondents scored highest in knowledge, while Malay respondents had the highest perceived risk score. The mean preventive behavior score did not vary across ethnicity. On-campus students scored higher in knowledge and perceived risk whereas off-campus students practiced more preventive behaviors. Clinical students’ knowledge score was higher than preclinical students. Final year students scored higher in knowledge and perceived risk compared to their juniors. Conclusion: The majority of dental students have good knowledge and a high perceived risk of COVID-19, and they practiced most of the preventive behaviors. However, the latest information on this disease should be incorporated into dental schools’ curriculums and updated periodically.