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Journal Issue
Volume 7 Issue 3, Special ICEL 2009 Issue / Dec 2009  pp191‑316

Editor: Florin Salajan, Avi Hyman

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Investigating a Nigerian XXL‑Cohort Wiki‑Learning Experience: Observation, Feedback and Reflection  pp191‑202

Peter Aborisade

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Weblogs in Higher Education — why do Students (not) Blog?  pp203‑214

Monika Andergassen, Reinhold Behringer, Janet Finlay, Andrea Gorra, David Moore

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GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools  pp215‑224

Jonathan Barkand, Joseph Kush

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Moving From Analogue to High Definition e‑Tools to Support Empowering Social Learning Approaches  pp225‑238

Paula Charbonneau-Gowdyand, Ivana Cechova

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Efficacy of Teaching Clinical Clerks and Residents how to Fill out the Form 1 of the Mental Health Act Using an e‑Learning Module  pp239‑246

Sarah Garside, Anthony Levinson, Sophie Kuziora, Michael Bay, Geoffrey

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Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course  pp247‑256

Jennifer George-Palilonis, Vincent Filak

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Podcasting to Support Students Using a Business Simulation  pp257‑264

Andrea Gorra, Janet Finlay

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e‑Modeling — Helping Learners to Develop Sound e‑Learning Behaviours  pp265‑272

Susan Greener

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Measuring the Effectiveness of Educational Technology: what are we Attempting to Measure?  pp273‑280

Jodie Jenkinson

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Eating Your Lectures and Having Them too: is Online Lecture Availability Especially Helpful in "Skills‑Based" Courses?  pp281‑288

Steve Joordens, Ada Le, Raymond Grinnell, Sophie Chrysostomou

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When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e‑Learning and e‑Learning Outcomes  pp289‑300

Lena Paulo Kushnir

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A Novel Interactive Online Module in a Traditional Curriculum through a Blended Learning Approach  pp301‑308

Leslie Laing Gibbard, Florin Salajan

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Abstract

A unique approach was planned and implemented for undergraduate dental students that would reinforce the principles of removable partial denture (RPD) design. 162 students were grouped according to their year of dental studies (66 second‑year students and 96 third‑year students) within the Discipline of Prosthodontics at the Faculty of Dentistry, University of Toronto. Previous training for the students consisted of the traditional Socratic approach, including lectures, seminars, and laboratory pre‑clinical hands‑on exercises. During the testing session, all the students were given the case history of a particular patient. One half of each of the classes was instructed to design an RPD using the traditional, clinically‑related approach, with a dental model that could be touched and seen, dental surveyors, and writing instruments. When finished, various treatment options were discussed. The other half of the classes was given the same instructions but saw the dental model only in animated form choices of drop‑down design features made in a particular orderly sequence as the students worked step‑by‑step through the computer simulation. A pre‑test questionnaire was given to all students concerning their design choices, the order in which they chose the denture components, and their learning experiences. All students were then asked to design an RPD for a different but similar case using dental models in the traditional clinical manner. Post‑test questionnaires were given to assess the effectiveness of the method of their pre‑test technique, in addition to their enjoyment of the approach. A cross‑over situation followed one week later, whereby each group of students went through the alternate approach from the previous session. The results from the third‑year student data and implications of this blended approach for teaching and learning RPD design are analyzed and discussed. 

 

Keywords: e-learning, dental education, computer-aided learning, computer simulation, removable partial denture design

 

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Development of the Novel e‑Learning System, "SPES NOVA" (Scalable Personality‑Adapted Education System with Networking of Views and Activities)  pp309‑316

Ken Takeuchi, Manabu Murakami, Atsushi Kato, Ryuichi Akiyama, Hirotaka Honda, Hajime Nozawa, Ki-ichiro Sato

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