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• W3092941639 abstract "Distance learning became necessary in 2020 due to the COVID-19 pandemic regulations that forced didactic learning to migrate online for dental schools. Virtual teaching presents novel challenges to faculty members, forcing them to rapidly adopt new technologies and overcome e-learning challenges.1-3 Distance learning is often associated with decreased student engagement, a reduced sense of community, and increased student burnout.4, 5 The goal of this project was to explore student and faculty distance learning experiences and compare faculty perceptions of student experiences to reported student perceptions. To better understand student and faculty perceptions, 2 anonymous surveys were administered. During an optional live feedback session, 39 second-year students were asked to complete a survey using the Zoom (Zoom Video Communications, San Jose, CA, USA) poll feature. Faculty members were emailed a second Qualtrics (Qualtrics, Provo, UT) survey to complete independently. Both questionnaires inquired about the respondent's perception of distance learning, its impact on their learning or teaching ability, and if their burnout and engagement has changed with virtual learning. The surveys also asked about their comfort with recorded and nonrecorded lectures, and which virtual class formats were optimal.6 Faculty members were asked about how they perceived students felt about these topics. At the end of each survey, respondents were asked about distance learning difficulties and improvement suggestions. There was a 100% student response rate (n = 39) and a 74% faculty response rate (n = 29). Over half (52%) of faculty perceived student learning worsened while virtual, which parallels student reports (70%). Students (54%) and faculty members (55%) felt similarly that distance learning had decreased student engagement and participation. Additionally, most students (72%) and faculty (52%) felt student burnout had increased. Many faculty members (31%) also reported increased faculty burnout (Figure 1). The majority of students (77%) and faculty (69%) reported that recorded lectures are the optimal virtual class format compared to prerecorded or nonrecorded. Most faculty (52%) preferred lecturing during nonrecorded lectures, with some preferring recorded lectures (38%). The preference to not be recorded while lecturing reflected faculty's increased comfort during nonrecorded lectures (82% comfortable) compared to recorded lectures (45%). Faculty members perceived that students were also more comfortable participating during nonrecorded lectures (76% comfortable) than during recorded (41%), while students reported similar comfort participating between the 2 formats (nonrecorded: 70% comfortable; recorded: 74% comfortable) (Figure 2). During the feedback session, students suggested using ungraded quizzes during or after lecture and small-group discussions (e.g., breakout rooms) to improve retention and understanding. Most faculty (55%) agreed this would improve learning. Faculty feedback included the difficulties of working from home, balancing childcare, portraying technical concepts, and gauging student understanding and engagement. Table 1 lists additional difficulties and suggestions. From this survey, we found that faculty and students face similar challenges, including increased burnout, technological issues, and home life distractions. Faculty members recognized key issues for students and were mostly correct on how distance learning affected students. Further research is needed to address improvements that will benefit students and faculty members during distance learning. We thank the HSDM Class of 2022 and faculty for their participation in virtual classes and feedback sessions. We specifically thank Adrien Doherty for his assistance in implementing the virtual classes." @default.
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• W3092941639 date "2020-11-02" @default.
• W3092941639 modified "2023-10-12" @default.
• W3092941639 title "Distance learning in the COVID‐19 era: Comparison of student and faculty perceptions" @default.
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• W3092941639 doi "https://doi.org/10.1002/jdd.12469" @default.
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