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Article: Students’ perception of using dental e-models in an inquiry-based curriculum.

TitleStudents’ perception of using dental e-models in an inquiry-based curriculum.
Authors
KeywordsE-models
Inquiry-based curriculum
Education
Issue Date2013
PublisherWorld Academy of Science, Engineering and Technology. The Journal's web site is located at https://www.waset.org/journal/Social
Citation
International Journal of Social, Management, Economics and Business Engineering, 2013, v. 7 n. 12, p. 1937-1941 How to Cite?
AbstractAim: To investigate students’ perceptions of using e-models in an inquiry-based curriculum. Approach: 52 second-year dental students completed a pre- and post-test questionnaire relating to their perceptions of e-models and their use in inquiry-based learning. The pre-test occurred prior to any learning with e-models. The follow-up survey was conducted after one year's experience of using e-models. Results: There was no significant difference between the two sets of questionnaires regarding students’ perceptions of the usefulness of e-models and their willingness to use e-models in future inquiry-based learning. Most students preferred using both plaster models and e-models in tandem. Conclusion: Students did not change their attitude towards e-models and most of them agreed or were neutral that e-models are useful in inquiry-based learning. Whilst recognizing the utility of 3D models for learning, students' preference for combining these with solid models has implications for the development of haptic sensibility in an operative discipline.
Persistent Identifierhttp://hdl.handle.net/10722/200445
ISSN

 

DC FieldValueLanguage
dc.contributor.authorYang, Yen_US
dc.contributor.authorLiao, Cen_US
dc.contributor.authorHo, CHen_US
dc.contributor.authorBridges, SMen_US
dc.date.accessioned2014-08-21T06:45:21Z-
dc.date.available2014-08-21T06:45:21Z-
dc.date.issued2013en_US
dc.identifier.citationInternational Journal of Social, Management, Economics and Business Engineering, 2013, v. 7 n. 12, p. 1937-1941en_US
dc.identifier.issn1307-6892-
dc.identifier.urihttp://hdl.handle.net/10722/200445-
dc.description.abstractAim: To investigate students’ perceptions of using e-models in an inquiry-based curriculum. Approach: 52 second-year dental students completed a pre- and post-test questionnaire relating to their perceptions of e-models and their use in inquiry-based learning. The pre-test occurred prior to any learning with e-models. The follow-up survey was conducted after one year's experience of using e-models. Results: There was no significant difference between the two sets of questionnaires regarding students’ perceptions of the usefulness of e-models and their willingness to use e-models in future inquiry-based learning. Most students preferred using both plaster models and e-models in tandem. Conclusion: Students did not change their attitude towards e-models and most of them agreed or were neutral that e-models are useful in inquiry-based learning. Whilst recognizing the utility of 3D models for learning, students' preference for combining these with solid models has implications for the development of haptic sensibility in an operative discipline.-
dc.languageengen_US
dc.publisherWorld Academy of Science, Engineering and Technology. The Journal's web site is located at https://www.waset.org/journal/Social-
dc.relation.ispartofInternational Journal of Social, Management, Economics and Business Engineeringen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectE-models-
dc.subjectInquiry-based curriculum-
dc.subjectEducation-
dc.titleStudents’ perception of using dental e-models in an inquiry-based curriculum.en_US
dc.typeArticleen_US
dc.identifier.emailYang, Y: yangyanq@hkucc.hku.hken_US
dc.identifier.emailLiao, C: csliao@hku.hken_US
dc.identifier.emailHo, CH: angusho.hk@gmail.comen_US
dc.identifier.emailBridges, SM: sbridges@hku.hken_US
dc.identifier.authorityYang, Y=rp00045en_US
dc.identifier.authorityBridges, SM=rp00048en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros234992en_US
dc.identifier.volume7en_US
dc.identifier.issue12-
dc.identifier.spage1937en_US
dc.identifier.epage1941en_US
dc.publisher.placeUnited States-

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