Discovering online learning barriers: survey of health educational stakeholders in dentistry
Article first published online: 4 SEP 2012
© 2012 John Wiley & Sons A/S
European Journal of Dental Education
Volume 17, Issue 1, pages e126–e135, February 2013
How to Cite
Schönwetter, D. and Reynolds, P. (2013), Discovering online learning barriers: survey of health educational stakeholders in dentistry. European Journal of Dental Education, 17: e126–e135. doi: 10.1111/j.1600-0579.2012.00772.x
- Issue published online: 26 DEC 2012
- Article first published online: 4 SEP 2012
- Manuscript Accepted: 20 JUN 2012
- online learning;
- online survey;
- dental schools;
- dental education
Given the exponential explosion of online learning tools and the challenge to harness their influence in dental education, there is a need to determine the current status of online learning tools being adopted at dental schools, the barriers that thwart the potential of adopting these and to capture this information from each of the various stakeholders involved in dental online learning (administrators, instructors, students and software/hardware technicians). The aims of this exploratory study are threefold: first, to understand which online learning tools are currently being adopted at dental schools; second, to determine the barriers in adopting online learning in dental education; and third, to identify a way of better preparing stakeholders in their quest to encourage others at their institutions to adopt online learning tools.
Seventy-two participants representing eight countries and 13 stakeholder groups in dentistry were invited to complete the online Survey of Barriers in Online Learning Education in Health Professional Schools. The survey was created for this study but generic to all healthcare education domains. Twenty participants completed the survey.
demonstrated that many online learning tools are being successfully adopted at dental schools, but computer-based assessment tools are the least successful. Added to this are challenges of support and resources for online learning tools. Participants offered suggestions of creating a blended (online and face-to-face) tutorial aimed at assisting stakeholders to help their dental schools in adopting online learning tools
The information from this study is essential in helping us to better prepare the next generation of dental providers in terms of adopting online learning tools. This paper will not only provide strategies of how best to proceed, but also inspire participants with the necessary tools to move forward as they assist their clients with adopting and sustaining online learning tools and models.