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Year : 2020  |  Volume : 8  |  Issue : 4  |  Page : 168-174

E-learning readiness among dental students and faculty members Pre-COVID-19 pandemic

Department of Orthodontics, King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia

Correspondence Address:
Dr. Amal I Linjawi
Department of Orthodontic, Faculty of Dentistry, King Abdulaziz University, P. O. Box: 80209, Jeddah 21589
Saudi Arabia
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/JMAU.JMAU_40_20

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Purpose: The purpose was to assess students' and faculty readiness toward online dental education in Saudi Arabia. Materials and Methods: This is a cross-sectional study using a 5-point Likert scale questionnaire distributed to students (undergraduates and postgraduates) and faculty at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia, in 2018. It assessed individual characteristics, system competency needs, social influence, institutional support, overall readiness, and the needed technical support in using e-learning for personal as well as teaching and learning (T&L) purposes. The readiness response scale for each domain was categorized as follows: low (mean value = 1–<3), acceptable/moderate (mean value = 3–<4), and high readiness level (mean value = 4–5). Descriptive and group comparisons were conducted using Pearson's Chi-square test, paired sample t-test, independent sample t-test, one-way ANOVA, and Tukey's post hoc test. The statistical significance level was set at P < 0.05. Results: the total completed response rate was 400/550 (72.7%) comprising undergraduates (n = 312), postgraduates (n = 38), and faculty (n = 50). The results showed an acceptable level of online skills with no statistically significant difference between the groups (P > 0.05). A statistically significant difference between the two categories of uses, personal and T&L, was found (P < 0.05). The undergraduate students reported statistically significantly lower readiness level in online English literacy, perceived impact of online technology on education, technology accessibility, importance of institutional support, overall readiness, and the need for technical support (P < 0.05). Conclusion: Significant differences between students' and faculty readiness for e-learning adoption in dental education were reported. The current study captured the prepandemic e-readiness of students and faculty as a baseline for future assessment of pandemic effect on education.

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