Several learning-style frameworks have been employed in different health science educational disciplines. The impact of learning style on academic performance of students has been previously verified in studies. The knowledge of learning styles grants pedagogical approaches and would provide imperative insights for students and teachers regarding either their strengths or their weaknesses in both teaching and learning practice. The presence of various learning styles is related to the different ability and individual preference of students to learn. Ī combination of cognitive, emotional and physiological characteristics might indicate how a student can learn, which is generally defined as learning style. Many various factors might affect how each individual student take an approach toward learning new information, one of these approaches would be learning style. Į-Learning can be considered as new paradigm of online learning on information technology Teachers are more eager to determine how e-learning can result in better outcomes this can be achieved by analyzing student satisfaction after e-Learning course. Regardless of time and place variables, electronic learning (e-Learning) improves the teaching process and provides faster availability of knowledge, and better connections between teachers and students. Concerning the pedagogical aspects, electronic education alters the passive model of teaching (teacher-centred) to the active (student-centred) model. The students of this generation prefer non-traditional teaching methods and desire to experience logic-based approaches and tentative learning style. These electronic multitaskers are the most electronically dependent generation and are extremely adaptable to new technology. Generation Z is referred to those who were born in 1995 or later. These changes are considered as a global phenomenon since they are happening all around the world regardless of cultural influences, or social and economic status of students. The integration of information and communicational technologies, together with active learning methods in the classroom has made insightful changes in the education of dental students in the recent era. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.Ī thriving graduation of dental students can be achieved through a good curriculum and effective educational style. The results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. The results of the reliability test showed that Cronbach’s alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education. MethodĮlectronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. e-Learning has been becoming most popular. The COVID-19 pandemic has had a significant impact on education.
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