Optimizing Online Education through Feedback from CMH-LMC & IOD Dental Students
DOI:
https://doi.org/10.71395/ijhp.2.1.2025.3-8Abstract
Background and Objectives: Learning and academic performance have been interrupted throughout the COVID-19 epidemic period for students worldwide, mostly because of the switch from in-person on-campus instruction to online instruction. Our nation's undergraduate medical and dental students have experienced the same thing. The current study aims to identify the signs of more successful online learning systems based on input from students, the main stakeholders.
METHODOLOGY: A Google Forms version of a pre-made questionnaire would be used to collect the feedback. Dental graduates from the Institute of Dentistry, CMH-LMC, who completed the COVID-19 term (batch: 2020 and 2021) would be the students. The students' responses would thereafter be entered into Microsoft Excel-19 spreadsheets and statistically analysed to identify the key components of their declined academic performance.
RESULTS: Significant relationships were found by the Chi-square analysis between participants' attitudes toward online education and the efficacy of COVID-19 measures ( ²=12.75, =0.013) as well as between the perceived advantages of integrated education and the drawbacks of online learning ( ²=18.45, =0.019). There were negligible correlations between the drawbacks of integrated learning and internet connectivity ( ²=8.32, =0.216). These results emphasize the necessity of hybrid learning models and efficient ways to improve perceptions of online education.
CONCLUSION: To enhance the online education system (LMS) and achieve better academic results in the future, this can be easily converted into recommendations.
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