Perception and Satisfaction with Non-face-to-face Lectures among Dental Hygiene Learners

Abstract

Objectives: The purpose of this study was to evaluate dental hygiene learners' perception and satisfaction level with the non-face-to-face lecture in each of the theory and practical courses. Method: Data were collected from 190 dental hygiene students using an online survey system. The questionnaires consisted of satisfaction level, learning achievement, and advantages and disadvantage of non-face-to-face lecture, as well as preferred teaching methods in both courses. Variables of each teaching method were compared using ANOVA. Results: Among the teaching methods that learners experienced, non-face-to-face recording lecture (theory course) and blending lecture (practical course) were the highest at 33% and 25%, respectively. The highest satisfaction levels were with non-face-to-face recording lectures in the theory course (p=0.006), and face-to face lectures in the practical course (p<0.001). The learning achievement level of the non-face-to-face practical course was below the average level. Further, the face-to-face teaching method scored the highest in terms of effective communication with professors and was considered the most preferred teaching method in both courses after COVID-19 recover. Conclusion: The satisfaction level was highest with face-to-face lectures, and the non-face-to-face lectures were the lowest at a sub-average level in practical courses. In theory courses, the satisfaction level was the highest in the non-face-to-face recording lecture.

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