Shima Hamzenejad; Roghaieh Ershad Sarabi; Yunes Jahani
Abstract
Background: E-learning is often covered in university curricula.Objectives: The purpose of this research was to identify the learning preferences of students and to look at the connection between learning styles and e-learning pleasure.Methods: All first- through third-year dentistry students at Kerman ...
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Background: E-learning is often covered in university curricula.Objectives: The purpose of this research was to identify the learning preferences of students and to look at the connection between learning styles and e-learning pleasure.Methods: All first- through third-year dentistry students at Kerman University of Medical Sciences participated in this descriptive cross-sectional survey in 2022. Four key portions of a 50-question electronic survey were addressed: 1) Demographic questions, 2) Kolb learning style inventory, 3) the e-learning survey, and 4) satisfaction with the e-learning questionnaire. The Kolmogorov-Smirnov test was used to check the normality of the data. Descriptive statistics (mean, standard deviation, frequency, percentage) and analytical (Kruskal-Wallis test, chi-score test, Fisher's exact test) were used to analyze the data in SPSS software. A significance level of P>0.05 was considered.Results: The questionnaire was filled out by 120 students in total (88% response rate). Divergent learning styles substantially increased students' satisfaction with e-learning compared to other learning styles (P = 0.048). The demographic variable and learning style did not significantly correlate (age-gender-semester- mean score). Additionally, e-learning had a middle-of-the-road average satisfaction score (78.32).Conclusion: This research indicated a considerable relationship between dental students’ learning style and their satisfaction with e-learning.
