Students’ perception, attitudes, and readiness toward online learning in dental education in Saudi Arabia: a cohort study

Figures & data

Table 1 Distribution of responses to “individual characteristics domain” (mean, range, number, and percentage) for the two study groups

Variables		Groups
		T1 (fourth year), n=72	T2 (internship), n=50
Age, years	Mean	24.12	25.12
	Range	23–26	24–29
Gender	M	36 (50%)	20 (40%)
	F	36 (50%)	30 (60%)
	Significance between groups (P<0.05)	0.276
Computer skills	Mean	4.13	4.27
	SD	0.71	0.64
	Significance between groups (P<0.05)	0.251
E-learning experience	Missing	0	3 (6%)
	No experience	14 (19.4%)	8 (16%)
	Have experience	58 (80.6%)	39 (78%)
	Significance between groups (P<0.05)	0.103

Note: Significance level was set at P<0.05.

Abbreviations: M, males; F, females.

Table 2 Distribution of responses to “system competency needs domain” (mean, SD, and percentage) for the two study groups

Variables			Groups		Total (N=122)	Significance (between groups), P<0.05
			T1 (fourth year), n=72	T2 (internship), n=50
Technology accessibility		Mean (SD)	4.06±0.78	4.25±0.67		0.154
Perceived ease of use
Skills in using online tools	Personal purposes	Mean (SD)	4.14±0.74	4.02±1.03	4.09±0.87	0.440
	Learning purposes	Mean (SD)	3.83±0.93	3.67±1.25	3.76±1.07	0.424
	Significance within groups (P<0.05)		0.001	0.001	0.000
Motivation level in using online tools	Personal purposes	Mean (SD)	3.60±0.88	3.51±1.05	3.56±0.95	0.617
	Learning purposes	Mean (SD)	3.38±0.90	3.30±1.14	3.34±1.0	0.702
	Significance within groups (P<0.05)		0.007	0.022	0.000
English literacy in online communication	Personal purposes	Mean (SD)	4.31±0.88	3.62±1.51	4.02±1.22	0.005
	Learning purposes	Mean (SD)	4.11±1.15	3.32±1.62	3.79±1.42	0.004
	Significance within groups (P<0.05)		0.061	0.021	0.003
Perceived usefulness
Importance of online technology	Personal purposes	Mean (SD)	4.33±1.02	4.16±1.28	4.26±1.13	0.409
	Learning purposes	Mean (SD)	4.19±1.16	4.12±1.42	4.16±1.27	0.751
	Significance within groups (P<0.05)		0.167	0.642	0.152
Impact of e-learning on dental education	Missing		9/72 (12.5%)	3/50 (6%)	12/122 (9.8%)	0.000
	Not sure		2/72 (2.8%)	5/50 (10%)	7/122 (5.6%)
	No impact		12/72 (16.7%)	42/50 (84%)	54/122 (44.3%)
	Have an impact		49/72 (68.1%)	0/50 (0%)	49/122 (40.2%)

Note: Significance level was set at P<0.05.

Table 3 Distribution of responses to “social influence domain” (mean and SD)

Variables			Groups		Total (N=122)	Significance (between groups), P<0.05
			T1 (fourth year), n=72	T2 (internship), n=50
Social influence	Personal purposes	Mean (SD)	3.98±0.98	3.77±1.19	3.89±1.07	0.295
	Learning purposes	Mean (SD)	3.89±1.07	3.76±1.29	3.84±1.17	0.557
	Significance within groups (P<0.05)		0.305	0.930	0.357

Note: Significance level was set at P<0.05.

Table 4 Distribution of responses to “institutional support domain” (mean and SD) for the two study groups

Variables			Groups		Total (N=122)	Significance (between groups), P<0.05
			T1 (fourth year), n=72	T2 (internship), n=50
Institutional support	Personal purposes	Mean (SD)	4.28±0.98	3.98±1.25	4.16±1.06	0.128
	Learning purposes	Mean (SD)	4.20±0.99	3.88±1.39	4.07±1.17	0.120
	Significance within groups (P<0.05)		0.402	0.322	0.198

Note: Significance level was set at P<0.05.

Table 5 Distribution of responses to “overall readiness domain” (number and percentage) for the two study groups

Variables		Groups		Significance (between groups), P<0.05
		T1 (fourth year), n=72	T2 (internship), n=50
Overall readiness	Missing	11/72 (15.3%)	2/50 (4%)	0.000
	Not ready	7/72 (9.7%)	15/50 (30%)
	A bit ready	20/72 (27.8%)	33/50 (66%)
	Ready	34/72 (47.2%)	0/50 (0%)

Note: Significance level was set at P<0.05.

Figure 1 Distribution of responses (percentages) to “the different technical support needs” for the two study groups.

Note: Significance level was set at P<0.05.