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

Huiling Sun; Minqi Li; Wenqing Zhang

doi:doi:10.11648/j.sjedu.20231102.12

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

Huiling Sun, Minqi Li, Wenqing Zhang

Published in Science Journal of Education (Volume 11, Issue 2)

Received: 17 February 2023 Accepted: 22 March 2023 Published: 28 March 2023

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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), 2024. Published by Science Publishing Group

Keywords

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

References

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[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.
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[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.
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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

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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

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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

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@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}
}

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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  -

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Author Information

Huiling Sun

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

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

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

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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

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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

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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

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@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  -

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