Research Article
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Year 2023, Volume: 24 Issue: 3, 280 - 292, 01.07.2023
https://doi.org/10.17718/tojde.1126780

Abstract

References

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. J. Pedagogical Sociology and Psychology, 2(1), 45–51.
  • Allen, M. (2017). The sage encyclopedia of communication research methods (Vols. 1-4). SAGE Publications, Inc. https://doi.org/10.4135/9781483381411
  • Anderton, R. S., Vitali, J., Blackmore, C., & Bakeberg, M. C. (2021). Flexible teaching and learning modalities in undergraduate science amid the Covid-19 pandemic. Front. Educ., 5. https://doi.org/10.3389/feduc.2020.609703
  • Arnaud, C. H. (2019, January 3). First-ever online biochemistry degree builds momentum. Chem. Eng. News. https://cen.acs.org/education/undergraduate-education/First-ever-online-biochemistry-degree/97/i1
  • Attardi, S. M., & Rogers, K. A. (2015). Design and implementation of an online systemic human anatomy course with laboratory. Anat Sci Educ., 8(1), 53–62. https://doi.org/10.1002/ase.1465
  • Babinčáková, M., & Bernard, P. (2020). Online experimentation during covid-19 secondary school closures: Teaching methods and student perceptions. Journal of Chemical Education, 97(9), 3295-3300. https://doi.org/10.1021/acs.jchemed.0c00748
  • Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszynski, A., & Wozakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7). https://doi.org/10.1097/MD.0000000000024821
  • Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Hum. Behav. Emerg. Technol., 2(2), 113–115. https://doi.org/10.1002/hbe2.191
  • Bediang, G., Stoll, B., Geissbuhler, A., Klohn, A. M., Stuckelberger, A., Nko'o, S., & Chastonay, P. (2013). Computer literacy and e-learning perception in Cameroon: The case of Yaounde Faculty of Medicine and Biomedical Sciences. BMC Med Edu., 13. https://doi.org/10.1186/1472-6920-13-57
  • Blissitt, A. M. (2016). Blended learning versus traditional lecture in introductory nursing pathophysiology courses. J Nurs Educ., 55(4). 227–30. https://doi.org/10.3928/01484834-20160316-09
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qual Res Psychol., 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Bretz, S. L. (2019). Evidence for the importance of laboratory courses. J. Chem. Educ., 96(2), 193−195. https://doi.org/10.1021/acs.jchemed.8b00874 Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29(2), 139-150. https://doi.org/10.1080/07294360903552451
  • Capra, T. (2011). Online education: Promise and problems. J. Online Learn. Teach., 7(2), 288–293.
  • Chandra, Y. (2020). Online education during COVID-19: Perception of academic stress and emotional intelligence coping strategies among college students. Asian Educ. Dev. Stud., 10(2), 229–238. https://doi.org/10.1108/AEDS-05-2020-0097
  • Christensen, C. M., Horn, M. B., Caldera, L., & Soares, L. (2011). Disrupting college: How disruptive innovation can deliver quality and affordability to postsecondary education. Innosight Institute.
  • Corlatean, T. (2020). Risks, discrimination and opportunities for education during the times of COVID-19 pandemic. RAIS Conference Proceedings, 37-46. https://doi.org/10.5281/zenodo.3909867
  • Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Med Res Methodol., 11. https://doi.org/10.1186/1471-2288-11-100
  • Dalziel, J., & Peat, M. (1998). Fostering collaborative learning during student transition to tertiary education: An evaluation of academic and social benefits. Oxford Centre for Staff and Learning Development.
  • De Tantillo, L., & Christopher, R. (2020). Transforming graduate nursing education during an era of social distancing: Tools from the field. Nurse Educ. Today, 92. https://doi.org/10.1016/j.nedt.2020.104472
  • Driscoll, A., Jicha, K., Hunt, A. N., Tichavsky, L., & Thompson, G. (2012). Can online courses deliver in-class results?: A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course. Teach. Sociol., 40, 312–331. https://doi.org/10.1177/0092055X12446624
  • Durning, B., & Jenkins, A. (2005). Teaching/research relations in departments: the perspectives of built environment academics. Studies in Higher Education, 30(4), 407-426. https://doi.org/10.1080/03075070500160046
  • Dyrbye, L., Cumyn, A., Day, H., & Heflin, M. (2009). A qualitative study of physicians’ experiences with online learning in a master’s degree program: Benefits, challenges, and proposed solutions. Med Teach, 31(2). https://doi.org/10.1080/01421590802366129
  • Farooqui, S. (2020, May 1). Education in the time of Covid-19: How institutions and students are coping. Business Standard. https://www.business-standard.com/article/education/education-in-the-time-of-covid-19-how-institutions-andstudents-are-coping-120043001575_1.html
  • Gamage, K. A. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E. W., Lambert, C. G., & Gunawardhana, N. (2020). Online delivery of teaching and laboratory practices: Continuity of university programmes during Covid-19 pandemic. Educ. Sci., 10(10). https://doi.org/10.3390/educsci10100291
  • Goldkuhl, G., Ågerfalk, P., & Sjöström, J. (2017). A design science approach to information systems education. In: Maedche A., vom Brocke J., Hevner A. (eds) Designing the Digital Transformation. DESRIST 2017. Lecture Notes in Computer Science, vol 10243. Springer, Cham. https://doi.org/10.1007/978-3-319-59144-5_23
  • Golladay, R., Prybutok, V., & Huff, R. (2000). Critical success factors for the online learner. Journal of Computer Information Systems, 40(4), 69–71. https://doi.org/10.1080/08874417.2000.11647468
  • Griffiths, R. (2004). Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709-726. https://doi.org/10.1080/0307507042000287212
  • Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. J. Interact. Online Learn., 11(1), 19–42.
  • Henderson, D., Woodcock, H., Mehta, J., Khan, N., Shivji, V., Richardson, C., Aya, H., Ziser, S., Pollara, G., & Burns, A. (2020). Keep calm and carry on learning: Using Microsoft Teams to deliver a medical education programme during the COVID-19 pandemic. Future Health J., 7(3), e67–e70. https://doi.org/10.7861/fhj.2020-0071
  • Hindocha, J. (2020, October 15). Teachers, students miss physical connect during online classes state problems of connectivity exhaustion. Hindustan Times. https://www.hindustantimes.com/pune-news/teachers-students-miss-physical-connectduring-online-classes-state-problems-of-connectivity-exhaustion/story-R2SnDK4ZlyTpMEDzhRpb0N.html
  • Kang, N. H., & Wallace, C. S. (2005). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Sci. Educ., 89(1), 140−165. https://doi.org/10.1002/sce.20013
  • Khan, M. A., Kamal, T., Illiyan, A., & Asif, M. (2021). School students’ perception and challenges towards online classes during Covid-19 pandemic in India: An econometric analysis. Sustainability, 13(9). https://doi.org/10.3390/su13094786
  • Khan, M., Vivek, V., Nabi, M., Khojah, M., & Tahir, M. (2021). Students’ perception towards e-learning during Covid-19 pandemic in India: An empirical study. Sustainability, 13(1), 57. https://doi.org/10.3390/su13010057
  • Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. Int. J. Early Child., 52, 145–158. https://doi.org/10.1007/s13158-020-00272-6
  • Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Assoc. Open Univ. J., 15(3), 285–296. https://doi.org/10.1108/AAOUJ-07-2020-0047
  • Laudato, E. E., & Punzalan, C. H. (2021). Deleted for peer review. i-manager’s Journal of Educational Technology, 18(2), 53-62. https://doi.org/10.26634/jet.18.2.17817
  • Louis, R. (2020). The importance of biochemistry in public health. Journal of Microbiology and Immunology, 5(4).
  • Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. Clear. House A J. Educ. Strateg. Issues Ideas, 93(3), 135–141. https://doi.org/10.1080/00098655.2020.1751480
  • Murphy, M. P. (2020). Covid-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemp. Secur. Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749
  • Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1). https://doi.org/10.1016/j.ssaho.2020.100101
  • Nassoura, A. B. (2020). Measuring students’ perceptions of online learning in higher education. Int. J. Sci. Technol. Res., 9(4), 1965–1970.
  • Niebuhr, V., Niebuhr, B., Trumble, J., & Urbani, M. J. (2014). Online faculty development for creating e-learning materials. Edu Health, 27(3), 255–261. https://doi.org/10.4103/1357-6283.152186
  • Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.
  • Palloff, R. M., & Pratt, K. (2010). Collaborating online: Learning together in community (Vol. 32). John Wiley & Sons.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications; Thousand Oaks.
  • Prata-Linhares, M. M., Cardoso, T. D. S. G., Lopes, D. S. Jr., & Zukowsky-Tavares, C. (2020). Social distancing effects on the teaching systems and teacher education programmes in Brazil: Reinventing without distorting teaching. J. Educ. Teach. 46(4), 554–564. https://doi.org/10.1080/02607476.2020.1800406
  • Purdy, E., Thoma, B., Bednarczyk, J., Migneault, D., & Sherbino, J. (2015). The use of free online educational resources by Canadian emergency medicine residents and program directors. Can. J. Emerg. Med., 17(2), 101–106. https://doi.org/10.1017/cem.2014.73
  • Regmi, K., & Jones, L. (2020). A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC Med. Educ. 20. https://doi.org/10.1186/s12909-020-02007-6
  • Rice, J. W., Thomas, S. M., & O'Toole, K. (2009). Tertiary science education in the 21st century. The Australian Learning and Teaching Council.
  • Sadeghi, R., Sedaghat, M. M., & Sha Ahmadi, F. (2014). Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction. J Adv Med Educ Prof., 2(4), 146–150.
  • Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). Routledge. https://doi.org/10.4324/9780203074640
  • Serwatka, J. A. (2003). Assessment in on-line CIS courses. Journal of Computer Information Systems, 44(1), 16–20. https://doi.org/10.1080/08874417.2003.11647547
  • Sharif, S., Sherbino, J., Centofanti, J., & Karachi, T. (2020). Pandemics and innovation: How medical education programs can adapt extraclinical teaching to maintain social distancing. ATS Scholar. 1(4), 344-347. https://doi.org/10.34197/ats-scholar.2020-0084CM
  • Wisanti, Ambawati, R., Putri, E. K., Rahayu, D. A., & Khaleyla, F. (2021). Science online learning during the covid-19 pandemic: Difficulties and challenges. J. Phys.: Conf. Ser.,1747. https://doi.org/10.1088/1742-6596/1747/1/012007
  • Yengin, I., Karahoca, D., Karahoca, A., & Yücel, A. (2010). Roles of teachers in e-learning: How to engage students & how to get free e-learning and the future. Procedia-Soc. and Behav. Sci., 2, 5775-5787. https://doi.org/10.1016/j.sbspro.2010.03.942
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage Publications Ltd.
  • Zhai, G., Wang, Y., & Liu, L. (2012). Design of electrical online laboratory and e-learning. IERI Procedia, 2, 325–330. https://doi.org/10.1016/j.ieri.2012.06.096

ONLINE BIOCHEMISTRY DISTANCE LEARNING: DENTISTRY STUDENTS’ PERCEIVED OPPORTUNITIES AND CHALLENGES

Year 2023, Volume: 24 Issue: 3, 280 - 292, 01.07.2023
https://doi.org/10.17718/tojde.1126780

Abstract

Undergraduate courses such as biochemistry were prompted to embrace online distance learning triggered by the incursion of the COVID-19 pandemic. This study worked to help solve the issues and concerns related to teaching biochemistry as a foundational course for dental and other health-sciences programs in the status of the educational system. The case study method was deemed a good way to focus on the objectives of this research because the theme was dentistry students’ perceptions and experiences dealing with the opportunities and difficulties that the COVID-19 pandemic brought with it in this circumstance. 11 purposively sampled dentistry students served as the participants of the study. Data were gathered through an online platform with open-ended questions which were thematically analyzed afterward. The identified opportunities were lumped into ROTE: Research works, Open and independent learning, Technology for education, and Education for health. Challenges encountered were grouped as DARE: Demand for technology, Acquisition of knowledge, Remote learning, and Environmental condition for studying. It is worth noting that the participants were enlightened on the academic and personal benefits of biochemistry online distance learning. The researchers appeal to future researchers and policymakers to anchor forthcoming steps to further augment the online teaching and learning experiences of teachers and learners.

References

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. J. Pedagogical Sociology and Psychology, 2(1), 45–51.
  • Allen, M. (2017). The sage encyclopedia of communication research methods (Vols. 1-4). SAGE Publications, Inc. https://doi.org/10.4135/9781483381411
  • Anderton, R. S., Vitali, J., Blackmore, C., & Bakeberg, M. C. (2021). Flexible teaching and learning modalities in undergraduate science amid the Covid-19 pandemic. Front. Educ., 5. https://doi.org/10.3389/feduc.2020.609703
  • Arnaud, C. H. (2019, January 3). First-ever online biochemistry degree builds momentum. Chem. Eng. News. https://cen.acs.org/education/undergraduate-education/First-ever-online-biochemistry-degree/97/i1
  • Attardi, S. M., & Rogers, K. A. (2015). Design and implementation of an online systemic human anatomy course with laboratory. Anat Sci Educ., 8(1), 53–62. https://doi.org/10.1002/ase.1465
  • Babinčáková, M., & Bernard, P. (2020). Online experimentation during covid-19 secondary school closures: Teaching methods and student perceptions. Journal of Chemical Education, 97(9), 3295-3300. https://doi.org/10.1021/acs.jchemed.0c00748
  • Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszynski, A., & Wozakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7). https://doi.org/10.1097/MD.0000000000024821
  • Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Hum. Behav. Emerg. Technol., 2(2), 113–115. https://doi.org/10.1002/hbe2.191
  • Bediang, G., Stoll, B., Geissbuhler, A., Klohn, A. M., Stuckelberger, A., Nko'o, S., & Chastonay, P. (2013). Computer literacy and e-learning perception in Cameroon: The case of Yaounde Faculty of Medicine and Biomedical Sciences. BMC Med Edu., 13. https://doi.org/10.1186/1472-6920-13-57
  • Blissitt, A. M. (2016). Blended learning versus traditional lecture in introductory nursing pathophysiology courses. J Nurs Educ., 55(4). 227–30. https://doi.org/10.3928/01484834-20160316-09
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qual Res Psychol., 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Bretz, S. L. (2019). Evidence for the importance of laboratory courses. J. Chem. Educ., 96(2), 193−195. https://doi.org/10.1021/acs.jchemed.8b00874 Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29(2), 139-150. https://doi.org/10.1080/07294360903552451
  • Capra, T. (2011). Online education: Promise and problems. J. Online Learn. Teach., 7(2), 288–293.
  • Chandra, Y. (2020). Online education during COVID-19: Perception of academic stress and emotional intelligence coping strategies among college students. Asian Educ. Dev. Stud., 10(2), 229–238. https://doi.org/10.1108/AEDS-05-2020-0097
  • Christensen, C. M., Horn, M. B., Caldera, L., & Soares, L. (2011). Disrupting college: How disruptive innovation can deliver quality and affordability to postsecondary education. Innosight Institute.
  • Corlatean, T. (2020). Risks, discrimination and opportunities for education during the times of COVID-19 pandemic. RAIS Conference Proceedings, 37-46. https://doi.org/10.5281/zenodo.3909867
  • Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Med Res Methodol., 11. https://doi.org/10.1186/1471-2288-11-100
  • Dalziel, J., & Peat, M. (1998). Fostering collaborative learning during student transition to tertiary education: An evaluation of academic and social benefits. Oxford Centre for Staff and Learning Development.
  • De Tantillo, L., & Christopher, R. (2020). Transforming graduate nursing education during an era of social distancing: Tools from the field. Nurse Educ. Today, 92. https://doi.org/10.1016/j.nedt.2020.104472
  • Driscoll, A., Jicha, K., Hunt, A. N., Tichavsky, L., & Thompson, G. (2012). Can online courses deliver in-class results?: A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course. Teach. Sociol., 40, 312–331. https://doi.org/10.1177/0092055X12446624
  • Durning, B., & Jenkins, A. (2005). Teaching/research relations in departments: the perspectives of built environment academics. Studies in Higher Education, 30(4), 407-426. https://doi.org/10.1080/03075070500160046
  • Dyrbye, L., Cumyn, A., Day, H., & Heflin, M. (2009). A qualitative study of physicians’ experiences with online learning in a master’s degree program: Benefits, challenges, and proposed solutions. Med Teach, 31(2). https://doi.org/10.1080/01421590802366129
  • Farooqui, S. (2020, May 1). Education in the time of Covid-19: How institutions and students are coping. Business Standard. https://www.business-standard.com/article/education/education-in-the-time-of-covid-19-how-institutions-andstudents-are-coping-120043001575_1.html
  • Gamage, K. A. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E. W., Lambert, C. G., & Gunawardhana, N. (2020). Online delivery of teaching and laboratory practices: Continuity of university programmes during Covid-19 pandemic. Educ. Sci., 10(10). https://doi.org/10.3390/educsci10100291
  • Goldkuhl, G., Ågerfalk, P., & Sjöström, J. (2017). A design science approach to information systems education. In: Maedche A., vom Brocke J., Hevner A. (eds) Designing the Digital Transformation. DESRIST 2017. Lecture Notes in Computer Science, vol 10243. Springer, Cham. https://doi.org/10.1007/978-3-319-59144-5_23
  • Golladay, R., Prybutok, V., & Huff, R. (2000). Critical success factors for the online learner. Journal of Computer Information Systems, 40(4), 69–71. https://doi.org/10.1080/08874417.2000.11647468
  • Griffiths, R. (2004). Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709-726. https://doi.org/10.1080/0307507042000287212
  • Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. J. Interact. Online Learn., 11(1), 19–42.
  • Henderson, D., Woodcock, H., Mehta, J., Khan, N., Shivji, V., Richardson, C., Aya, H., Ziser, S., Pollara, G., & Burns, A. (2020). Keep calm and carry on learning: Using Microsoft Teams to deliver a medical education programme during the COVID-19 pandemic. Future Health J., 7(3), e67–e70. https://doi.org/10.7861/fhj.2020-0071
  • Hindocha, J. (2020, October 15). Teachers, students miss physical connect during online classes state problems of connectivity exhaustion. Hindustan Times. https://www.hindustantimes.com/pune-news/teachers-students-miss-physical-connectduring-online-classes-state-problems-of-connectivity-exhaustion/story-R2SnDK4ZlyTpMEDzhRpb0N.html
  • Kang, N. H., & Wallace, C. S. (2005). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Sci. Educ., 89(1), 140−165. https://doi.org/10.1002/sce.20013
  • Khan, M. A., Kamal, T., Illiyan, A., & Asif, M. (2021). School students’ perception and challenges towards online classes during Covid-19 pandemic in India: An econometric analysis. Sustainability, 13(9). https://doi.org/10.3390/su13094786
  • Khan, M., Vivek, V., Nabi, M., Khojah, M., & Tahir, M. (2021). Students’ perception towards e-learning during Covid-19 pandemic in India: An empirical study. Sustainability, 13(1), 57. https://doi.org/10.3390/su13010057
  • Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. Int. J. Early Child., 52, 145–158. https://doi.org/10.1007/s13158-020-00272-6
  • Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Assoc. Open Univ. J., 15(3), 285–296. https://doi.org/10.1108/AAOUJ-07-2020-0047
  • Laudato, E. E., & Punzalan, C. H. (2021). Deleted for peer review. i-manager’s Journal of Educational Technology, 18(2), 53-62. https://doi.org/10.26634/jet.18.2.17817
  • Louis, R. (2020). The importance of biochemistry in public health. Journal of Microbiology and Immunology, 5(4).
  • Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. Clear. House A J. Educ. Strateg. Issues Ideas, 93(3), 135–141. https://doi.org/10.1080/00098655.2020.1751480
  • Murphy, M. P. (2020). Covid-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemp. Secur. Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749
  • Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1). https://doi.org/10.1016/j.ssaho.2020.100101
  • Nassoura, A. B. (2020). Measuring students’ perceptions of online learning in higher education. Int. J. Sci. Technol. Res., 9(4), 1965–1970.
  • Niebuhr, V., Niebuhr, B., Trumble, J., & Urbani, M. J. (2014). Online faculty development for creating e-learning materials. Edu Health, 27(3), 255–261. https://doi.org/10.4103/1357-6283.152186
  • Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.
  • Palloff, R. M., & Pratt, K. (2010). Collaborating online: Learning together in community (Vol. 32). John Wiley & Sons.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications; Thousand Oaks.
  • Prata-Linhares, M. M., Cardoso, T. D. S. G., Lopes, D. S. Jr., & Zukowsky-Tavares, C. (2020). Social distancing effects on the teaching systems and teacher education programmes in Brazil: Reinventing without distorting teaching. J. Educ. Teach. 46(4), 554–564. https://doi.org/10.1080/02607476.2020.1800406
  • Purdy, E., Thoma, B., Bednarczyk, J., Migneault, D., & Sherbino, J. (2015). The use of free online educational resources by Canadian emergency medicine residents and program directors. Can. J. Emerg. Med., 17(2), 101–106. https://doi.org/10.1017/cem.2014.73
  • Regmi, K., & Jones, L. (2020). A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC Med. Educ. 20. https://doi.org/10.1186/s12909-020-02007-6
  • Rice, J. W., Thomas, S. M., & O'Toole, K. (2009). Tertiary science education in the 21st century. The Australian Learning and Teaching Council.
  • Sadeghi, R., Sedaghat, M. M., & Sha Ahmadi, F. (2014). Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction. J Adv Med Educ Prof., 2(4), 146–150.
  • Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). Routledge. https://doi.org/10.4324/9780203074640
  • Serwatka, J. A. (2003). Assessment in on-line CIS courses. Journal of Computer Information Systems, 44(1), 16–20. https://doi.org/10.1080/08874417.2003.11647547
  • Sharif, S., Sherbino, J., Centofanti, J., & Karachi, T. (2020). Pandemics and innovation: How medical education programs can adapt extraclinical teaching to maintain social distancing. ATS Scholar. 1(4), 344-347. https://doi.org/10.34197/ats-scholar.2020-0084CM
  • Wisanti, Ambawati, R., Putri, E. K., Rahayu, D. A., & Khaleyla, F. (2021). Science online learning during the covid-19 pandemic: Difficulties and challenges. J. Phys.: Conf. Ser.,1747. https://doi.org/10.1088/1742-6596/1747/1/012007
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There are 57 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Christopher H. Punzalan This is me 0000-0001-7030-2571

Roberto L. Rodrıguez Jr. 0000-0002-5667-4309

Publication Date July 1, 2023
Submission Date June 6, 2022
Published in Issue Year 2023 Volume: 24 Issue: 3

Cite

APA Punzalan, C. H., & Rodrıguez Jr., R. L. (2023). ONLINE BIOCHEMISTRY DISTANCE LEARNING: DENTISTRY STUDENTS’ PERCEIVED OPPORTUNITIES AND CHALLENGES. Turkish Online Journal of Distance Education, 24(3), 280-292. https://doi.org/10.17718/tojde.1126780