Blended learning in dentistry: 3-D resources for inquiry-based learning

dc.creator	Susan Bridges
dc.creator	Linkun Zhang
dc.creator	Yanqi Yang
dc.date	2012-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:06Z
dc.date.available	2015-08-12T11:19:06Z
dc.identifier	2073-7904
dc.identifier	https://doaj.org/article/9978a88c09de4aba809ceb101e3c2c32
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27362
dc.description	Motivation is an important factor for inquiry-based learning, so creative design of learning resources and materials is critical to enhance students’ motivation and hence their cognition. Modern dentistry is moving towards “electronic patient records” for both clinical treatment and teaching. Study models have long been an essential part of dental records. Traditional plaster casts are, however, among the last type of clinical record in the dental field to be converted into digital media as virtual models. Advantages of virtual models include: simpler storage; reduced risk of damage, disappearance, or misplacement; simpler and effective measuring; and easy transferal to colleagues. In order to support student engagement with the rapidly changing world of digital dentistry, and in order to stimulate the students’ motivation and depth of inquiry, this project aims to introduce virtual models into a Bachelor and Dental Surgery (BDS) curriculum. Under a “blended” e-learning philosophy, students are first introduced to the new software then 3-D models are incorporated into inquiry-based problems as stimulus materials. Face-to-face tutorials blend virtual model access via interactive whiteboards (IWBs). Students’ perceptions of virtual models including motivation and cognition as well as the virtual models’ functionality were rated after a workshop introducing virtual models and plaster models in parallel. Initial student feedback indicates that the 3-D models have been generally well accepted, which confirmed the functionality of the programme and the positive perception of virtual models for enhancing students’ learning motivation. Further investigation will be carried out to assess the impact of virtual models on students’ learning outcomes.
dc.language	English
dc.publisher	Hong Kong Bao Long Accounting & Secretarial Limited
dc.relation	http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/185/142
dc.relation	https://doaj.org/toc/2073-7904
dc.rights	CC BY
dc.source	Knowledge Management & E-Learning : an International Journal, Vol 4, Iss 2, Pp 217-230 (2012)
dc.subject	Blended learning
dc.subject	Virtual model
dc.subject	Inquiry-based learning
dc.subject	Dental education
dc.subject	Motivation and cognition
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Blended learning in dentistry: 3-D resources for inquiry-based learning
dc.type	article