Abstract
The purpose of this study was to assess students' perception, attitudes, and readiness toward online dental education in Saudi Arabia.
This is a longitudinal study using a 5-point Likert scale questionnaire distributed to a cohort group of undergraduate dental students at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia, during their fourth year (T1) and internship year (T2). It assessed technological access, computer skills, online skills, and motivation level in using e-learning for personal and learning purposes; and overall readiness for e-learning adoption in dental education. The response scale for each domain was categorized as follows: low readiness level (mean value=1-<3), acceptable/moderate readiness level (mean value=3-<4), and high readiness level (mean value=4-5). Descriptive and group comparisons were conducted using the chi-squared test, Fisher's exact test, and paired and independent samples
-test. The significance level was set at
<0.05.
The respondents were as follows: T1 group (n=72; 36 males [M], 36 females [F]) and T2 group (n=50; 20 M, 30 F). The results indicated high levels of computer skills, technology access, and perceived importance of online technology with no significant difference between the groups (
>0.05). They also showed acceptable levels of e-learning experience and social influence on e-learning adoption with no significant difference between the groups (
>0.05). A significant difference was reported in using e-learning for personal compared to learning purposes (
<0.05). The T2 group reported significantly lower levels of online English literacy (
<0.01), perceived impact of e-learning on dental education, and readiness for e-learning (
<0.001). Multiple technical and content development supports were reported.
This study showed acceptable levels of individual characteristics and system competency levels as well as the perceived importance of using technology in dental education among the participants. However, the perceived impact of and readiness for e-learning were found to be less acceptable as students matured. The need for much support in some skills was also reported.