Students' Perceptions About the Instructors' Competence in Technology-supported Courses at Dental Faculty: A Cross-sectional Study

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dc.authoridCetin Genc, Cigdem/0000-0001-6745-3790
dc.authoriddegirmenci, alpin/0000-0003-2875-2039
dc.authoriddeniz, yesim/0000-0002-6967-5378
dc.contributor.authorGenc, Cigdem Cetin
dc.contributor.authorDeniz, Yesim
dc.contributor.authorGenc, Celal
dc.contributor.authorDegirmenci, Alpin
dc.contributor.authorTosun, Ilgi
dc.date.accessioned2025-01-27T20:39:06Z
dc.date.available2025-01-27T20:39:06Z
dc.date.issued2023
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractObjective: The pandemic has highlighted the importance of technology-supported courses throughout the world. Evaluating the perceptions of students attending these courses is important to provide high-quality education Materials and Methods: This study was carried out on 1st, 2nd, and 3rd-grade dentistry students. The Student Perceptions Scale Regarding the Knowledge of Instructors in Technology - Supported Classrooms was applied to 207 dentistry students. This scale consists of four sub-dimensions: subject matter knowledge (SMK), technological knowledge (TK), knowledge of students' understanding (KSU), and technological pedagogical content knowledge (TPCK). Results: SMK, KSU, and TPCK sub-dimension scores did not significantly differ by gender (p>0.05). However, the mean TK score of females (3.55 +/- 0.47) was found to be significantly higher than that of males (3.28 +/- 0.59) (p=0.001). There was no statistically significant difference among the SMK, TK, KSU, and TPCK sub-dimension mean scores by age (p>0.05). There was a statistically significant difference in the mean scores of the SMK and KSU sub-dimensions by grade (p-values are p<0.001 and p=0.015 respectively). The mean TK and TPCK sub-dimension scores yielded no significant difference by grade (p-values are p=0.368 and p=0.050 respectively). Conclusion: Measuring the quality of technology-assisted teaching and the instructor's TPCK from the student's perspective and determining student perceptions will provide accurate data on the long-term quality of education.
dc.identifier.doi10.4274/meandros.galenos.2022.76258
dc.identifier.endpage192
dc.identifier.issn2149-9063
dc.identifier.issue3
dc.identifier.startpage187
dc.identifier.trdizinid1255019
dc.identifier.urihttps://doi.org/10.4274/meandros.galenos.2022.76258
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1255019
dc.identifier.urihttps://hdl.handle.net/20.500.12428/23863
dc.identifier.volume24
dc.identifier.wosWOS:001154629400008
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherGalenos Publ House
dc.relation.ispartofMeandros Medical and Dental Journal
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectDental education
dc.subjectstudents
dc.subjectperception
dc.subjecttechnology-supported course
dc.titleStudents' Perceptions About the Instructors' Competence in Technology-supported Courses at Dental Faculty: A Cross-sectional Study
dc.typeArticle

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