Online Collaborative Learning in Pediatric Dentistry Using Microsoft Teams: A Pilot Study

• Published in: Education sciences 2024-08, Vol.14 (8), p.874
• Main Authors: Caleya, Antonia M, Martín-Vacas, Andrea, Feijóo, Gonzalo, Mourelle-Martínez, Maria Rosa, de Nova-Garcia, Manuel Joaquín, Gallardo-López, Nuria E
• Format: Article
• Language: English
• Subjects: Analysis; Blended learning; Collaborative learning; Communication; Communication Problems; Cooperative Learning; COVID-19; Dentistry; Educational Innovation; Educational Strategies; Equipment and supplies; Group Dynamics; Group work in education; Instructional Innovation; Introductory Courses; Market surveys; Microsoft Teams; Online education; Pandemics; Participation; Pedagogy; pediatric dentistry; Pediatrics; Pedodontics; Perceptions; Pilot projects; Problem based learning; Statistical analysis; Student Evaluation; Student Participation; Student Satisfaction; Students; Teaching; Teaching methods; Team learning approach in education; Teams
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14080874

Collaborative learning (CL) is the instructional use of small groups in such a way that students work together to maximize their own and others’ learning. In this study, the aim was to implement online collaborative learning (OCL) using the Microsoft Teams (MT) platform and to analyze the students’ preferences regarding presential or online learning. Material and Methods: A descriptive and analytical cross-sectional study was conducted with 79 students from the Degree in Dentistry. Four groups were created with MT and clinical cases or problems were uploaded for online discussion with each group. Additionally, as part of the course program, the students were divided into the same groups for to carry out Problem-Based Learning (PBL) in person. Afterwards, students completed a project assessment and satisfaction survey. Results: The survey revealed that the students found participation in this project to be useful or very useful. Their experiences with MT were rated as positive or very positive. However, a significant portion of the students (42.6%) preferred conventional face-to-face (FF) problem-solving, while 27.9% preferred using online tools. Based on the execution of this project and the open feedback on the use of MT, we have outlined a series of recommendations to enhance the use of this platform. Conclusions: MT is a highly useful platform for online teaching, offering multiple tools to promote learning in a virtual and asynchronous manner. However, when comparing CL through PBL conducted FF versus online, students still prefer in-person teaching to virtual methods.