| Peer-Reviewed

Comparative Analysis of the Learning of Oral Anatomy and Physiology Under Different Teaching Approaches

Received: 17 February 2023     Accepted: 22 March 2023     Published: 28 March 2023
Views:       Downloads:
Abstract

The purpose of this study is to analyze and compare the influence of traditional lecture, MOOC online learning and flipped classroom on the learning of the course Oral Anatomy and Physiology. We compare and analyze the teaching on three cohorts of undergraduate dental students: students from Grade 2012 (n = 38, traditional lecture cohort), students from Grade 2014 (n = 64, MOOC online teaching cohort) and students from Grade 2018 (n = 60, flipped classroom cohort). We study the teaching by analyzing the scores of tooth identification, tooth waxing during the course, and the final exam after the course. We also administered a Student Satisfaction Questionnaire Survey to gather feedback on the MOOC online learning and flipped classroom approaches. Our results are as follows: (1) There were no statistically significant differences among the short-term assessments of the students (tooth identification, tooth waxing and the final exam) under the three different teaching approaches. (2) Flipped classroom promoted students’ autonomous learning ability and their ability to cooperate with others. Compared to traditional teaching, MOOC online learning was found to be more conducive to the mastery of hands-on skills and the cultivation of autonomous learning ability among students. Additionally, the flipped classroom approach, which blends MOOC online and classroom offline learning, helped to promote students’ autonomous learning ability and their ability to cooperate with others. It converted students’ learning behaviors and study habits from passive learning to active learning. The learning experiences of students transformed from a teacher-centered classroom and rote learning in the past, to peer-assisted learning and interactive learning at the present, facilitating the internalization of learner’s knowledge. Online learning could foster students’ sense of responsibility and autonomous learning ability, making it a valuable approach to promote.

Published in Science Journal of Education (Volume 11, Issue 2)
DOI 10.11648/j.sjedu.20231102.12
Page(s) 77-82
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Flipped Classroom, MOOC, Teaching Effectiveness, Oral Anatomy and Physiology

References
[1] Kaplan AM, Haenlein M. Higher education and the digital revolution: about MOOCs, SPOCs, social media, and the cookie monster. Bus Horizons. 2016 Jul-Aug; 59 (4): 441–6.
[2] MackayBJ, AndersonJ, HardingT. Mobile technology in clinical teaching. PubMed PMID: WOS: 000395953500002; English. Nurse Educ Pract. 2017 Jan; 22: 1–6.
[3] Brewer P. E., Racy M., Hampton M., Mushtaq F., Tomlinson J. E., Ali F. M. A Three-Arm Single Blind Randomised Control Trial of Naïve Medical Students Performing a Shoulder Joint Clinical Examination. BMC Med. Educ. 2021; 21: 390.
[4] Gadbury-AmyotCC. Technology is a critical game changer to the practice of dental hygiene. J Evidence-Based Dental Pract. 2014; 14: 240–245.
[5] MurphyK, MunkPL. Continuing medical education: MOOCs (Massive Open Online Courses) and their implications for radiology learning. Can Assoc Radiologists J. 2013; 64: 165.
[6] SharmaS, RulloJ, SharmaNA. The future of medical education in ophthalmology. Can J Ophthalmol. 2016 Jun; 51 (3): 128–129.
[7] Reich J, Ruipérez-Valiente JA. The MOOC pivot. Science. 2019 Jan 11; 363 (6423): 130-131.
[8] Abeysekera L, Dawson P. Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. High Educ Res Dev. 2015; 34 (1): 1-4.
[9] Eddy SL, Hogan KA. Getting under the hood: how and for whom does increasing course structure work [J]. CBE Life Sci Educ, 2014 fall; 13 (3): 453-468.
[10] McLaughlin JE, Roth MT, Glatt DM, Gharkholonarehe N, Davidson CA, Griffin LM, Esserman DA, Mumper RJ. The fipped classroom: a course redesign to foster learning and engagement in a health professions school [J]. Acad Med. 2014 Feb; 89 (2): 236-243.
[11] Wang T., Sun C., Mei Y.-J., Hou C.-Y., Li Z.-J. Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology. Int. J. Gen. Med. 2021; 14: 4453–4457.
[12] Vanka A, Vanka S, Wali O. Flipped classroom in dental education: A scoping review. Eur J Dent Educ. 2020 May; 24 (2): 213-226.
[13] Oudbier J, Spaai G, Timmermans K, Boerboom T. Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. BMC Med Educ. 2022 Jan 12; 22 (1): 34.
[14] Barranquero-Herbosa M, Abajas-Bustillo R, Ortego-Maté C. Effectiveness of flipped classroom in nursing education: A systematic review of systematic and integrative reviews. Int J Nurs Stud. 2022 Nov; 135: 104327.
[15] Okeson J, Buckman J. Section on dental anatomy and occlusion, American Association of Dental Schools. Curriculum guidelines for dental anatomy. J Dent Educ. 1993; 57: 382-383.
[16] Chutinan S, Riedy CA, Park SE. Student performance in a flipped classroom dental anatomy course. Eur J Dent Educ. 2018 Aug; 22 (3): e343-e349.
Cite This Article
  • APA Style

    Huiling Sun, Minqi Li, Wenqing Zhang. (2023). Comparative Analysis of the Learning of Oral Anatomy and Physiology Under Different Teaching Approaches. Science Journal of Education, 11(2), 77-82. https://doi.org/10.11648/j.sjedu.20231102.12

    Copy | Download

    ACS Style

    Huiling Sun; Minqi Li; Wenqing Zhang. Comparative Analysis of the Learning of Oral Anatomy and Physiology Under Different Teaching Approaches. Sci. J. Educ. 2023, 11(2), 77-82. doi: 10.11648/j.sjedu.20231102.12

    Copy | Download

    AMA Style

    Huiling Sun, Minqi Li, Wenqing Zhang. Comparative Analysis of the Learning of Oral Anatomy and Physiology Under Different Teaching Approaches. Sci J Educ. 2023;11(2):77-82. doi: 10.11648/j.sjedu.20231102.12

    Copy | Download

  • @article{10.11648/j.sjedu.20231102.12,
      author = {Huiling Sun and Minqi Li and Wenqing Zhang},
      title = {Comparative Analysis of the Learning of Oral Anatomy and Physiology Under Different Teaching Approaches},
      journal = {Science Journal of Education},
      volume = {11},
      number = {2},
      pages = {77-82},
      doi = {10.11648/j.sjedu.20231102.12},
      url = {https://doi.org/10.11648/j.sjedu.20231102.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231102.12},
      abstract = {The purpose of this study is to analyze and compare the influence of traditional lecture, MOOC online learning and flipped classroom on the learning of the course Oral Anatomy and Physiology. We compare and analyze the teaching on three cohorts of undergraduate dental students: students from Grade 2012 (n = 38, traditional lecture cohort), students from Grade 2014 (n = 64, MOOC online teaching cohort) and students from Grade 2018 (n = 60, flipped classroom cohort). We study the teaching by analyzing the scores of tooth identification, tooth waxing during the course, and the final exam after the course. We also administered a Student Satisfaction Questionnaire Survey to gather feedback on the MOOC online learning and flipped classroom approaches. Our results are as follows: (1) There were no statistically significant differences among the short-term assessments of the students (tooth identification, tooth waxing and the final exam) under the three different teaching approaches. (2) Flipped classroom promoted students’ autonomous learning ability and their ability to cooperate with others. Compared to traditional teaching, MOOC online learning was found to be more conducive to the mastery of hands-on skills and the cultivation of autonomous learning ability among students. Additionally, the flipped classroom approach, which blends MOOC online and classroom offline learning, helped to promote students’ autonomous learning ability and their ability to cooperate with others. It converted students’ learning behaviors and study habits from passive learning to active learning. The learning experiences of students transformed from a teacher-centered classroom and rote learning in the past, to peer-assisted learning and interactive learning at the present, facilitating the internalization of learner’s knowledge. Online learning could foster students’ sense of responsibility and autonomous learning ability, making it a valuable approach to promote.},
     year = {2023}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Comparative Analysis of the Learning of Oral Anatomy and Physiology Under Different Teaching Approaches
    AU  - Huiling Sun
    AU  - Minqi Li
    AU  - Wenqing Zhang
    Y1  - 2023/03/28
    PY  - 2023
    N1  - https://doi.org/10.11648/j.sjedu.20231102.12
    DO  - 10.11648/j.sjedu.20231102.12
    T2  - Science Journal of Education
    JF  - Science Journal of Education
    JO  - Science Journal of Education
    SP  - 77
    EP  - 82
    PB  - Science Publishing Group
    SN  - 2329-0897
    UR  - https://doi.org/10.11648/j.sjedu.20231102.12
    AB  - The purpose of this study is to analyze and compare the influence of traditional lecture, MOOC online learning and flipped classroom on the learning of the course Oral Anatomy and Physiology. We compare and analyze the teaching on three cohorts of undergraduate dental students: students from Grade 2012 (n = 38, traditional lecture cohort), students from Grade 2014 (n = 64, MOOC online teaching cohort) and students from Grade 2018 (n = 60, flipped classroom cohort). We study the teaching by analyzing the scores of tooth identification, tooth waxing during the course, and the final exam after the course. We also administered a Student Satisfaction Questionnaire Survey to gather feedback on the MOOC online learning and flipped classroom approaches. Our results are as follows: (1) There were no statistically significant differences among the short-term assessments of the students (tooth identification, tooth waxing and the final exam) under the three different teaching approaches. (2) Flipped classroom promoted students’ autonomous learning ability and their ability to cooperate with others. Compared to traditional teaching, MOOC online learning was found to be more conducive to the mastery of hands-on skills and the cultivation of autonomous learning ability among students. Additionally, the flipped classroom approach, which blends MOOC online and classroom offline learning, helped to promote students’ autonomous learning ability and their ability to cooperate with others. It converted students’ learning behaviors and study habits from passive learning to active learning. The learning experiences of students transformed from a teacher-centered classroom and rote learning in the past, to peer-assisted learning and interactive learning at the present, facilitating the internalization of learner’s knowledge. Online learning could foster students’ sense of responsibility and autonomous learning ability, making it a valuable approach to promote.
    VL  - 11
    IS  - 2
    ER  - 

    Copy | Download

Author Information
  • Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research of Stomatology College, Xi’an Jiaotong University, Xi’an, P. R. China

  • Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research of Stomatology College, Xi’an Jiaotong University, Xi’an, P. R. China

  • Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research of Stomatology College, Xi’an Jiaotong University, Xi’an, P. R. China

  • Sections