Analysis of student satisfaction regarding the use of online technologies and resources in Forensic Dentistry
DOI:
https://doi.org/10.30979/rev.abeno.v18i4.613Palabras clave:
Dental Education. Educational Technology. Forensic Dentistry. Teaching MaterialsResumen
This study aimed to assess the level of satisfaction and the learning effectiveness evaluated by undergraduate students after using the virtual environment and its didactic materials offered by the Discipline of Forensic Dentistry, School of Dentistry, University of São Paulo. A case study was carried out with 113 participants, through a semi-structured online questionnaire and Moodle report for data collection. A simple descriptive analysis of the quantitative data and a content analysis of the qualitative data were performed, with subsequent triangulation and correlation of the results. The most accessed didactic materials were activities such as review questions and case studies (n = 1309), followed by workbooks (n = 230) and videos (n = 122). The activities of the virtual learning environment (VLE) helped students associate theory and practice (89%), achieve content fixation and identify occasional learning difficulties (93%). Ninety-eight percent of the students responded that the workbooks had a clear and interactive language, thus promoting autonomy and the ability to learn. Eighty-nine percent of the students agreed that the videos were satisfactory regarding quality and usefulness for learning. The comments made in response to the open-ended question corroborate these figures. The students considered the VLE useful for learning, motivating, accessible and organized, and allowing users freedom of access.
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