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. 2022 Oct 20;19:89.

Table 2.

Frequency of participants’ perspective on opportunities and threats of e-learning in dental education

Items Completely agree Agree Moderately Disagree Completelydisagree
Electronic learning is economically appropriate 99(46.5) 86(40.4) 22(10.3) 5(2.3) 1(0.5)
No physical space is required for the student 65(30.5) 73(34.3) 16(7.5) 40(18.8) 19(8.9)
Due to the large number of learners compared to the teacher, this method is advantageous 58(27.2) 87(40.8) 20(9.4) 37(17.4) 11(5.2)
The facilities required for students in the faculty, dormitories(internet, computer, etc.) should be provided 164(77) 37(17.4) 7(3.3) 5(2.3) 0
The opportunity to learn and continue education is provided for the employed 93(43.7) 68(31.9) 24(11.3) 16(7.5) 12(5.6)
The existence of mobile phones and permanent access to the internet make electronic learning effective 103(48.4) 84(39.4) 11(5.2) 12(5.6) 3(1.4)
The availability of internet resources increases the effect of e-learning 108(50.7) 79(37.1) 12(5.6) 12(5.6) 2(0.9)
In simultaneous presentation of the content, the disconnection of sound and video reduces the effectiveness of education 118(55.4) 77(36.2) 8(3.8) 8(3.8) 2(0.9)
It is possible to access the system and solve problems by people other than students and therefore cheating can happen 93(43.7) 90(42.3) 18(8.5) 10(4.7) 2(0.9)
There is a learning opportunity for discontinuous programs 73(34.3) 86(40.4) 47(22.1) 3(1.4) 4(1.9)
The necessary culturalization should take place for the concepts of elearning for professors and students in universities 159(74.6) 47(22.1) 5(2.3) 1(0.5) 1(0.5)
Teaching how to work with the system as an IT course is necessary for students 122(57.3) 57(26.8) 22(10.3) 11(5.2) 1(0.5)
It is mandatory for professors to hold an introduction to the electronic learning system 140(65.7) 52(24.4) 12(5.6) 9(4.2) 00
In elearning, emotional factors and emotion transmission are not considered 74(34.7) 94(44.1) 18(8.5) 20(9.4) 7(3.3)
Fear of technology causes resistance in professors and students 40(18.8) 87(40.8) 36(16.9) 39(18.3) 11(5.2)
In e-learning, when presenting materials, the efficiency of professors is not reduced due to fatigue 52(24.4) 73(34.3) 32(15) 41(19.2) 15(7)
In e-learning, the effect of teacher’s personality and communication skills on students is low 83(39) 89(41.8) 12(5.6) 24(11.3) 5(2.3)
In electronic learning, learners interact with each other more 6(2.8) 42(19.7) 44(20.7) 77(36.2) 44(20.7)
In e-learning, it is more difficult for the teacher to control learners 81(38) 85(39.9) 22(10.3) 17(8) 8(3.8)
In e-learning, content production is more difficult for professors 78(36.6) 64(30) 18(8.5) 35(16.4) 18(8.5)
A blending of traditional and electronic education is more effective 121(56.8) 66(31) 16(7.5) 10(4.7) 0
It is possible to teach famous and experienced professors from other universities electronically 150(70.4) 56(26.3) 4(1.9) 3(1.4) 0
Lesson files are made available to all learners via the Internet 132(62) 70(32.9) 7(3.3) 4(1.9) 0
It is possible to review educational content several times in electronic method 166(77.9) 43(20.2) 2(0.9) 2(0.9) 0
The variety of teaching methods in elearning is higher than the traditional method 67(31.5) 68(31.9) 38(17.8) 29(13.6) 11(5.2)
It is possible to review and change the responses sent to exercises with this method 79(37.1) 81(38) 43(20.2) 8(3.8) 2(0.9)
Teaching electronically solves the problem of teacher-centeredness of the classroom 22(10.3) 52(24.4) 44(20.7) 57(26.8) 38(17.8)
Learning skills is poor through electronic method especially in dental education 121(56.8) 58(27.2) 16(7.5) 15(7) 3(1.4)