Table 2.
Results for the questions concerning distance e-learning education of third- and fourth-year students in school A (dental School of Athens).
| Year/Gender | Strongly Disagree |
Disagree | Neither Disagree /Agree |
Agree | Strongly Agree |
p Value | |
|---|---|---|---|---|---|---|---|
| Q1. E-learning was well organized and structured | 3rd | 2% | 16.5% | 31% | 30% | 20.5% | 0.606 |
| 4th | 10% | 14% | 28.5% | 42.5% | 5% | ||
| female * | 2.5% | 18.5% | 37% | 24% | 17.5% | ||
| male * | 4.5% | 11.5% | 18.5% | 39.5% | 26% | 0.551 | |
| Q2. During the e-learning, I was able to be prepared for each lesson earlier than I was during the face-to-face courses I had attended in previous years | 3rd | 9% | 16.5% | 28% | 25% | 21.5% | 0.747 |
| 4th | 9% | 16.5% | 24% | 28% | 23.5% | ||
| female | 13% | 16% | 29% | 24% | 20% | ||
| male | 2% | 16% | 23% | 28% | 31% | 0.092 | |
| Q3. The quality of internet connection, images, and sound during the distance lessons was good | 3rd | 0% | 2% | 2% | 11.5% | 84.5% | 0.942 |
| 4th | 4% | 16.5% | 28% | 42% | 9.5% | ||
| female | 4% | 14.5% | 41% | 32% | 8% | ||
| male | 0% | 14% | 18.5% | 59% | 8.5% | 0.053 | |
| Q4. E-learning is a suitable education method for the theory in dentistry | 3rd | 2% | 1% | 3% | 4% | 90% | 0.047 |
| 4th | 43% | 10% | 20% | 20% | 7% | ||
| female | 20% | 16% | 22.5% | 16% | 25.5% | ||
| male | 18.5% | 21% | 16% | 14% | 30.5% | 0.471 | |
| Q5. In general, I prefer “face-to-face” rather than distance e-learning education method | 3rd | 10% | 9% | 15% | 17% | 49% | 0.73 |
| 4th | 0% | 5% | 9.5% | 19% | 63.5% | ||
| female | 12% | 6.5% | 18.5% | 9% | 54% | ||
| male | 0% | 7% | 2% | 14% | 77% | * 0.006 | |
| Q6. I feel that e-learning prepares me well for my practical training | 3rd | 28% | 32% | 9% | 6% | 25% | * 0.032 |
| 4th | 52% | 19% | 29% | 0% | 0% | ||
| female | 30.5% | 22.5% | 24% | 9% | 14% | ||
| male | 32.5% | 28% | 25.5% | 14% | 0% | 0.160 | |
| Q7. During the online courses, I address questions and comments, as I was doing in the “face-to-face” model | 3rd | 7% | 19.5% | 9% | 5% | 59.5% | 0.604 |
| 4th | 28.5% | 14% | 33% | 10% | 24.5% | ||
| female | 33% | 26.5% | 16% | 12% | 22.5% | ||
| male | 14% | 28% | 30% | 16% | 12% | 0.360 | |
| Q8. In the context of e-learning, I dare to ask questions more often than I was doing in the “face-to-face” courses | 3rd | 10% | 17.5% | 5% | 4% | 63.5% | 0.87 |
| 4th | 33% | 19% | 33% | 5% | 10% | ||
| female | 33% | 25% | 24% | 12% | 16% | ||
| male | 35% | 32.5% | 14% | 5% | 23.5% | 0.111 | |
| Q9. The answers of educators to my questions/queries in the e-learning were sufficient | 3rd | 3% | 5% | 25% | 39% | 28% | 0.166 |
| 4th | 5% | 0% | 14% | 38% | 43% | ||
| female | 4% | 5% | 24% | 37% | 30% | ||
| male | 2% | 2% | 18.5% | 42% | 35.5% | 0.555 | |
| Q10. E-learning prepared me so well as I feel ready to sit in exams | 3rd | 7% | 24% | 33% | 19.5% | 11.5% | 0.229 |
| 4th | 24% | 10% | 43% | 19% | 4% | ||
| female | 8% | 17% | 37% | 13% | 25% | ||
| male | 9% | 18% | 32.5% | 25.5% | 15% | 0.692 | |
| Q11. I would prefer blended learning (classroom, online learning) | 3rd | 7% | 12% | 21% | 26% | 34% | 0.507 |
| 4th | 0% | 10% | 24% | 28.5% | 37.5% | ||
| female | 5% | 14.5% | 21% | 22.5% | 37% | ||
| male | 4.5% | 7% | 21% | 28% | 39.5% | 0.389 | |
| Q12. I am satisfied with how quickly I have adapted to the distance e-learning model | 3rd | 9% | 18.5% | 24% | 28% | 20.5% | 0.231 |
| 4th | 5% | 14.5% | 28.5% | 10% | 41% | ||
| female | 8% | 21% | 16% | 28% | 27% | ||
| male | 9% | 7% | 35% | 18.5% | 30.5% | 0.744 | |
| Q13. I miss the lessons in the classroom and the personal communication with the teachers | 3rd | 2% | 2% | 8% | 9% | 79% | 0.26 |
| 4th | 0% | 4% | 14% | 24% | 58% | ||
| female | 4% | 7% | 16% | 22.5% | 50.5% | ||
| male | 2% | 2% | 10% | 16% | 70% | 0.134 | |
| Q14. E-learning is a waste of time for health science students | 3rd | 26% | 35% | 14.5% | 15.5% | 9% | 0.305 |
| 4th | 14% | 33% | 24% | 5% | 24% | ||
| female | 21% | 38.5% | 12% | 13% | 15.5% | ||
| male | 25.5% | 25.5% | 21% | 16% | 12% | 0.83 | |
| Q15. After the end of the pandemic, I want to continue with the distance e-learning method | 3rd | 40% | 21.5% | 12% | 5% | 21.5% | 0.499 |
| 4th | 47.5% | 14% | 19% | 5% | 14.5% | ||
| female | 37% | 21% | 13% | 4% | 25% | ||
| male | 42% | 18.5% | 14% | 7% | 18.5% | 0.53 | |
| Q16. I feel uncomfortable having my camera open when I ask questions | 3rd | 11% | 17.5% | 19.5% | 17.5% | 34.5% | 0.495 |
| 4th | 19% | 14% | 19% | 19% | 29% | ||
| female | 6.5% | 20% | 22.5% | 20% | 31% | ||
| male | 21% | 9% | 23% | 7% | 40% | 0.434 | |
| Q17. I feel uncomfortable having my camera open when my teacher addresses me | 3rd | 14.5% | 14.5% | 22.5% | 14.5% | 34% | 0.357 |
| 4th | 19% | 28.5% | 5% | 19% | 28.5% | ||
| female | 10.5% | 13.5% | 22.5% | 16% | 33.5% | ||
| male | 21% | 21% | 14% | 14% | 30% | 0.203 | |
| Q18. I consider that distance online examinations are as reliable and fair as written ones in a classroom physically | 3rd | 24% | 25% | 21% | 12% | 18% | 0.751 |
| 4th | 33% | 10% | 24% | 19% | 24% | ||
| female | 24% | 16% | 24% | 20% | 16% | ||
| male | 25.5% | 30% | 16% | 11% | 27.5% | 0.290 |
* Statistically significant value.