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Students’ Evaluation of Online Education During COVID-19 Pandemic

Students’ Evaluation of Online Education During COVID-19 Pandemic Aim During the Covid-19 pandemic, in the Dental Prosthesis Technology programs, which are within the Health Services Vocational Schools and aim to provide skills to the students with face-to-face education and theoretical courses as well as intensive practice courses, education was given only via online. However, the digital courses given during this period may not only have met the need, but also provided the chance to accelerate the digital transformation of education. The aim of this study is to determine the advantages and disadvantages of online education perceived by students and to shed light on taking steps to increase the quality of online education.

Materials and Methods An observational study was conducted through an online survey with students studying at both public and private universities to assess the quality of the online education system in Dental Prosthesis Technology Programs across the country during the COVID-19 pandemic. The 20 questions in our survey were simple, concise, precise, and to be completed in 10 minutes or less. Survey questions were created online using google forms ( and students were asked to participate in the survey on a voluntary basis.

Results 1- In online education, 85% of the students stated that they used the school’s own online educational system. In online connection, 49% had audio and video problems and 73.6% had internet connection problems. 2- 65.5% of the students think that online education is not efficient for practical training. 3- To the question of how often you participated in distance education; 22% of the students gave the answer sometimes, and 15.7% of the students gave the answer rarely. 4- While 64.2% of the students do not prefer the courses to continue as online education after the pandemic is over, 18.2% of them want the courses to be continued as online. 5- When asked for the reason of not attending the online classes and afterwards not watching the lesson videos; 30% excused to work at another job, 36.5% stated that they were unable to concentrate and 17% used the excuse that there is no attendance condition.

Conclusion After the internet problems were resolved, the theoretical courses were beneficial for the students who attended the courses regularly. However, most of the students could not get efficiency from the practical courses via online education.

Gülden Sınmazışık
Marmara Üniversitesi/SHMYO

Göksu Trakyalı
Yeni Yüzyıl Üniversitesi/ Dişhekimliği Fakültesi


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