Research Article
Volume 21 Issue 6 - 2022
Evaluating Dental Faculty’s Perspective Regarding Emergency Introduction of Online Teaching and Learning: Early Experience during Covid-19 Lockdown in United States
Amandeep Gupta1*, Ana Janic2 and Joshua J Thomson3
1Assistant Professor, Division of Integrated Biomedical Sciences, University of Detroit Mercy School of Dentistry, Detroit, Michigan, USA
2Assistant Professor, Division of Clinical Dentistry, University of Detroit Mercy School of Dentistry, Detroit, Michigan, USA
3Assistant Professor, Division of Integrated Biomedical Sciences, University of Detroit Mercy School of Dentistry, Detroit, Michigan, USA
*Corresponding Author: Amandeep Gupta, Assistant Professor, Division of Integrated Biomedical Sciences, University of Detroit Mercy School of Dentistry, Detroit, Michigan, USA.
Received: September 02, 2021; Published: September 07, 2022




Abstract

Background: The March 2020 lockdown mandated institution closures and forced educators to provide remote instruction. We intended to gain an in-depth and holistic understanding of the experience and perceptions of dental faculty during this mandatory shift.

Insights were gathered in six key areas:

  • Prior remote instruction experience
  • Magnitude of transition and frequency of instruction methods used
  • Training received
  • Preferred teaching methods based on how they promote student learning, interaction, engagement, and performance
  • Social impact
  • Future of teaching.

Methods: An anonymous survey was distributed electronically to all dental faculty at University of Detroit Mercy School of Dentistry in May 2020 over a three-week period.

Results: Of the 30 participants who transitioned to online remote instruction, our analysis revealed that faculty in 30 - 49-year age range had no prior live online synchronous teaching experience. The transition was described as interesting, useful, time-consuming, and challenging. In-person live teaching was ranked as most popular, whereas online asynchronous method was the least popular. Faculty in > 50-year age range expressed highest satisfaction with online small-group discussions and those in 30-49-year age group were more satisfied with one-on-one online discussions.

Conclusion: Our study finds that faculty tends to gravitate to online methods that are similar to their past in-person teaching environment. Greater exposure to various online instructional methods will likely lead to greater adoption. Although there is a focus on a hybrid model approach becoming prevalent, our study strongly suggests that traditional in-person instruction will be the most important consideration going forward.

 

Keywords: Dental Faculty; Emergency Introduction; Online Teaching and Learning; Covid-19 Lockdown

References

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Citation: Amandeep Gupta., et al. “Evaluating Dental Faculty’s Perspective Regarding Emergency Introduction of Online Teaching and Learning: Early Experience during Covid-19 Lockdown in United States”. EC Dental Science 21.6 (2022): 03-10.

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