Hybrid versus distance learning environment for a pediatric dentistry course and its influence on student satisfaction: a cross-sectional study

BMC Med Educ. 2022 May 5;22(1):343. doi: 10.1186/s12909-022-03417-4.

ABSTRACT

BACKGROUND: During the novel COVID-19 pandemic, many universities have embraced distance and blended learning as a modification to their teaching methods to ensure continuity of education, adhering to global social distancing recommendations .

OBJECTIVE: To compare the learning environments created by blended learning and distance learning, to offer a course in pediatric dentistry, and to assess the correlation between the learning environment created and student satisfaction.

METHOD: In this cross-sectional study, students enrolled in a hybrid pediatric dentistry course were asked to participate in an electronic survey. The learning environment was assessed using the Distance Learning Environment Survey (DELES), student satisfaction was assessed using the Satisfaction Scale (SS) . Retrospective distance learning data was used for comparison. Ordinal data were compared using the Mann-Whitney U test. Spearman’s rank order correlation coefficient was used to correlate student satisfaction with the DELES. Multiple regression analysis was used to predict satisfaction.

RESULTS: In total, data from 376 students were included in the study. Hybrid learning had significantly higher scores than distance learning in 3 DELES scales. There was a statistically significant weak positive correlation between satisfaction and DELES. The multiple regression analysis model was statistically significant and explained (22.8%) the variance in student satisfaction. Only ‘Trainer support’ (p = 0.001) and ‘Student autonomy’ (p

CONCLUSION: This study supports the superiority of a hybrid learning environment over a full distance learning environment, it also shows that satisfaction is correlated and can be predicted by the learning environment created.

TRIAL REGISTRATION: This study was registered on clinicaltrials.gov on May 21, 2020 with ID: NCT04401371.

PMID:35513807 | DOI:10.1186/s12909-022-03417-4