Evaluating Dental Faculty’s Perspective regarding Emergency Introduction of Online Teaching and Learning: Early Experience during COVID-19 Lockdown in United States
Table 2
Detroit Mercy dental faculty ranked (1–4) in-person lecture methods in comparison with remote instruction lecture methods based on personal preference and on their ability to promote student learning.
Lecture delivery methods
In-person (live)
In-person/recorded
Online asynchronous
Online synchronous
Total responses
Rank based on personal preference
Mean rank overall (SD)
2.14
(1.30)
2.50
(0.92)
2.72
(1.40)
2.62
(0.8)
First place rankings (row %)
14
(50.0)
4
(14.3)
9
(32.1)
1
(3.6)
28
Last place rankings (row %)
8
(28.6)
4
(14.3)
12
(42.9)
3
(10.7)
27
Rank based on ability to promote student learning
Mean rank overall (SD)
2.18
(1.34)
2.56
(0.96)
2.83
(1.24)
2.54
(0.9)
Asynch. not used during
3.50
(0.97)
10
Asynch. used during
2.36
(1.22)
14
First place rankings (row %)
14
(50.0)
3
(10.7)
6
(21.4)
3
(10.7)
26
Last place rankings (row %)
8
(28.6)
5
(17.9)
10
(35.7)
4
(14.3)
27
Faculty that used online asynchronous lectures during the period of remote instruction ranked online asynchronous lectures significantly higher based on their ability to promote student learning determined by Student's t-test (). SD: standard deviation.
