acceptance level of il by ppsg lecturers, universiti sains malaysia

7/24/2019 Acceptance level of IL by PPSG lecturers, Universiti Sains Malaysia

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Dr Wan Zaripah Wan Bakar

Dr Nurulezah Hasbullah

School of Dental Sciences

Universiti Sains Malaysia

Acceptance level of interactive lecture by PPSG ecturers at Universiti Sains Malaysia by Dr Wan Zaripah Wan Bakar is licensed under a Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 International License.
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Research Gap

Interactive lecture (IL) is still quite new things terminologically to School

of Dental Sciences (PPSG) lecturers even several lecturers unnoticed

have practiced it.

Many lectures seems unaware and lack of knowledge about IL. The claims of heavy workload and less time especially by clinician

might hinder the use of IL in teaching and learning.

This study is to find out the acceptance level for IL by dental lecturers

at current time and after some exposure through intervention for the

future and further planning and application at PPSG, USM.



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Research Objectives/Goals

To investigate the acceptance level to interactive lecture (IL)

among lecturers in School of Dental Sciences, USM.

To compare the difference in the acceptance level to IL between

clinical and basic sciences lecturers.

To compare the difference in the acceptance level to IL before

and after intervention between clinical and basic sciences

lecturers.



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Research Questions

i. What is the acceptance level to IL among lecturers in School of

Dental Sciences, USM?

ii. Is there any difference on the acceptance level to IL between

clinical and basic sciences lecturers?

iii. Is there any changes on the acceptance level to IL between

clinical and basic sciences lecturers after intervention?

i. What is the acceptance level to interactive lecture among lecturers in School of Dental Sciences,USM?

ii. Is there any difference on the acceptance level to interactive lecture between dental clinical lecturers and medical & basic sciences lecturers in School of Dental



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Operational Definitions

Interactiv e lectu re (IL): Classes in which the instructor incorporates

engagement triggers and breaks the lecture at least once per class to

have students participate in an activity that lets them work directly with

the material.

PPSG: School of Dental Sciences, USM.

Acceptance level: The act of accepting or the state of being accepted

either by words or conduct by which a person signifies his assent to

the terms and conditions.

Clinical lecturer: Lecturers who mainly teach in clinic. Usually

involved practical and clinical skills. Basic Sciences lecturer: Lecturers who mainly teach medical & basic

sciences subjects, more in classroom and lecture hall.



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Research Methods

Study Design

A cross-sectional study will be conducted among lecturers in School of

Dental Sciences, Universiti Sains Malaysia (USM) in the period of August

October 2015.

Study Population

The reference population is all lecturers in School of Dental Sciences, USM.

The source population is lecturers of academic year 2014/2015/2016. The

inclusion criteria is all basic sciences and clinical lecturers in School of

Dental Sciences, USM and the exclusion criteria is trainee lecturer.



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Research Methods

Samp le Size

The sample size is determined using the sample size calculator via

website http://www.surveysystem.com/sscalc.htm. The confidence

level is set at 95% while the confidence interval is 5. Sample

population is the total number of lecturers in School of DentalSciences, 72. Based on the online sample size calculator, the

sample is 61 subjects.

Sampling Method

All subjects fulfilling the criteria will be selected consisting of alllecturers in School of Dental Sciences, USM. Total lecturers are 72;

hence all lecturers will be invited for this study.

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Research Methods

Research too l and p rotocol

Two sets of the same self-administered questionnaires were used in this

study. It was given out online to participants with token of appreciation if

they participate in both. The questionnaires consist of 4 sections (A,B,C,D)

that will take about 15 20 minutes to complete.

The first set of self-administered questionnaire was given to all participants

before and the second set after exposure to a lecture on Introduction to IL;and time given for them to seek more information/knowledge.

The questionnaire include demographic data and questions with Lickert

scale marks.

Data col lect ion s and analysis The data was analyzed using SPSS version 22.0 using descriptive statistics

and using independent sample T-test with Mann-Whitney in order to

ascertain differences between basic science and clinical lecturers with

regard to the acceptance level to IL.



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REPORT OF PRE-INTERVENTION IL SURVEY 2015

52 respondents = 52/72 X 100 = 71 % responds

37/52 (71.15%) is clinician and 15/52 (28.85%) is basic sciences lecturers

Lecturer in PPSG

Basic science

Clinical dentistry

Lecturer in PPSG

Basic sciences 20

Clinical dentistry 52



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Compare Clinical and Basic Sciences

0

20

40

60

80

100

No Yes

(%)

Are you aware about IL?

Clinical (%)

Basic (%)

0.010.020.030.040.050.060.0

(%

)

I have a good knowledgeabout IL

Clinical (%)

Basic (%)



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0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Not sure Agree Strongly agree

(%)

Il is very important in teachingand learning

Clinical (%)

Basic (%)

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Stronglydisagree

Disagree Not sure Agree Stronglyagree

(%)

IL is used effectively in myteaching

Clinical (%)Basic (%)



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0.0

10.0

20.0

30.040.0

50.0

60.0


(%)

IL is suitable to be applied inmy teaching

Clinical (%)

Basic (%)

0.0

5.0

10.015.0

20.0

25.0

30.0

35.0

40.0

45.0

50.0


(%)

I agree to use IL in my teaching

Clinical (%)

Basic (%)



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0.0

10.0

20.0

30.0

40.0

50.0


(%)

I agree that IL will be used atPPSG

Clinical (%)

Basic (%)

0.0

5.0

10.0

15.020.0

25.0

30.0

35.0

40.0

45.0


(%)

I think IL should be practicedfully in Malaysia

Clinical (%)

Basic (%)



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Reasons for Cannot Apply

If you think that you cannot apply IL in your teaching, what are reasons? Please

list.

In clinical teaching , for me it will give benefit and understanding for the students if only by live

practical ( teach, show, share, give opportunity for students to do) IL needs a lot of time for preparation and also practise before it becomes a reality for the beginners

Do not have enough time

Lack of computer knowledge

I lack in Computer literacy

In clinical teaching : student must do the clinical part by himself.

Lack of facilitiesand supportin University to implement the application of IL. IL will need careful and thoughtful planning to fit in a limited class-time.

Don't have enough knowledgeabout it

Need to attend coursesregarding the matter to appreciate IL better

Not enough exposureof how to use IL

Not much informationabout it

Lessknowledge andskill

Lack of knowledgein modern application

Cannot comment on this yet as i need to know in detailson what is IL

Timeto prepare perhaps

I can apply once i know how.



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Basic science

Time to prepare perhaps

Participation fromstudents

If you thin that you cannot apply IL in your teaching, what are reasons? Please list.

Lack of facilities and support in University to implement the application of IL.

Do not have enough time

Lack of computer knowledege

I lack in Computer literacy

lack of knowledge in modern application

I greatly appreciate this application and I thank you for this effort. I hope this interventionwill help me and others to transform our teaching from a partial to a full active teaching!.

In clinical teaching : student must do the clinical part by himself.

To deliver the lecture in Orthodontic, where we teach the Year 4 student (those already

have basic knowledge in dentistry), I think our lecture time need to be extend. Cause first

we are going to deliver part of lecture content then engage them with some activity then

we can deliver further lecture content.

To sum up, We can apply IL in our PPSG, and i am already using it, but we need few

modification in our lecture room.i didn't not the actual role of IL but i think it may help us for teaching

IL needs a lot of time for preparation and also practise before it becomes a reality for the

beginners.

I need to explore on my own to get more information about IL.

in clinical teaching , for me it will give benefit and understanding for the students if only

by live practical ( teach, show, share, give opportunity for students to do)

IL will need careful and thoughtful planning to fit in a limited class-time.

Don't have enough knowledge about it

need to attend courses regarding the matter to appreciate IL better

not enough exposure of how to use IL

Lecturer and students' commitment to participate

I can apply once i know how.

cannt comment on this yet as i need to know in details on what is IL

not much information about it

less knowledge and skill

Clinical Dentistry



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Traditional interactive tools and techniques

Seminar (41)

Question and answer (40) Group discussion (35)

Forum (15)

Reflection (13)

Role play (11)

One sentence summary (2)

Think-pair-share (1)

Document management tools

o Dropbox (36)o Google drive (16)

o OneDrive (4)

o iCloud (2)

o Box (1)



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Intervention

3 weeks gap between pre- and post intervention.

Intervention lecture session (3 hours) done on 17thSeptember 2015.

Other related IL learning from CDAE workshop and courses.

Self- finding knowledge.



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REPORT OF POST-INTERVENTION IL SURVEY 2015

37 respondents = 37/72 X 100 = 51.4 % responds

27/37 (72.97%) is clinician and 10/37 (27.03%) is basic sciences lecturers



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Post-Intervention

0

1020

30

40

50

60

70


(%)

I have a good knowledge aboutIL

Clinical (%)

Basic (%)

0

20

40

60

80

100

120

Clinical (%) Basic (%)

(%)

Are you aware about IL?

Yes



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0

10

20

30

40

5060

70


(%)

IL is very important inteaching and learning

Clinical (%)

Basic (%)

0

10

20

30

40

50

60

Disagree Not sure Agree Strongly agree

(%)

I have applied IL in myteaching

Clinical (%)

Basic (%)

0

10

20

3040

50

60

70


(%)

I agree to use IL in myteaching

Clinical (%)

Basic (%)



24/40

0

1020

30

40

50

60

70

80


(%)


Clinical (%)

Basic (%)

0

10

20

30

40

50


(%)

I think IL should bepracticed fully in Malaysia

Clinical (%)

Basic (%)

0

10

20

30

40

50

60


(%)


Clinical (%)

Basic (%)



25/40

Interest for IL



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If you think that you cannot apply IL in your teaching, what are reasons? Please list.

Clinical dentistry


27/40

Basic science

not enough knowledge

not computer savvy enough to

apply

Our Seminar Room in Trauma

building is not equip with the IL

facilities. For example there is

no audio system connected to a

PC, hence a video that I want to

share with the student can't be

hear.

Timeconstraint.

Preparation needs tons of hours

as i'm not expertin handling new

methods.

Not enough training in IT

No facilities and support provided by the university. For example, I was told by

PPKT I need to wait for at least one year before getting a PC for my teaching

works in my room. I was quite shock that as a lecturer I need to wait for that

long to get a PC in my room. I think this can compromise my teaching duty in

the university to certain extent.

Poorinternet connection speed

Not clear on the copyright issues as we want to share material for learningpurpose but not sure about the copyright issues

Not enough time

Dont know how touse and apply web based interactive tools

Not applicable.

Timelimitation

pre-planningto be IL

not applicable

I totally agree it can be applied but unsure how it can be implemented well inteaching clinical dentistry.

I think I can apply IL in my teaching and it would be really good if ican apply it.

But i dont think i can start right away except for the simple ones like e-learning. I

need some time to learn more about the tools and techniques

no reason

I can apply it in my teaching but the problem may comes from the inadequate

facilityat some lecture hall/seminar room in our place.

i need to attend workshops/courses and exposemyself more on how to use aweb based interactive tools eg:prezi,youtube,edmodo etc

internet support when at home is slow

We can apply in our dental school, however it needed our class room and

campus to be upgraded in IT technology more faster internet facility.

less information about it.

in clinical teaching, direct approach and hands on skill more relevant

Clinical dentistry

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E-learning (30)

Youtube (21)

Facebook (15)

What's app (11)

Prezi (9)

Blendspace (7)

Twitter, Todaysmeet, Mind map (3)

Kahoot.it, Edmodo, Snagit, Storify, Blogspot , Telegram,

Wordpress (2)

Mostly used web-based interactive tools and techniques



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Seminar (31)

Question and answer (29)

Group discussion (29)

Forum (14)

Role play (11)

One sentence summary (7)

Reflection (6)

Think-pair-share (5)

The muddiest point (2) Viva voce (1)

O Dropbox (28)O Google drive (12)

O OneDrive (9)

O iCloud (9)

O Emoodle (3)

O Box (1)

O Wd cloud storage (1)



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Compare Pre and Post-intervention: Clinician

0.0

20.0

40.0

60.0

80.0

100.0

120.0

Pre Intervention (%) Post Intervention(%)

(%)

Are you aware aboutinteractive lecture (IL)?

Yes

No

0.0

10.0

20.0

30.0

40.0

50.0

60.0

(%)

I have a good knowledgeabout IL

Pre Intervention (%)

Post Intervention (%)

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

(%

)

IL is very important inteaching and learning





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0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Not sure Agree Stronglyagree

(%)

I agree that IL will be used at PPSG



0.0

10.0

20.0

30.0

40.0

50.0

60.0

Disagree Not sure Agree Strongly

agree

(%)




0.0

10.0

20.0

30.0

40.0

50.0

60.0

(%)






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Compare Pre and Post-intervention: Basic Sciences

0.0

20.0

40.0

60.0

80.0

100.0

120.0

Pre Intervention (%) Post Intervention (%)

(%)

Are you aware about InteractiveLecture (IL)?

Yes

No

0.0

10.0

20.0

30.040.0

50.0

60.0

70.0

(%)

I have a good knowledge aboutIL



0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Not sure Agree Stronglyagree

(%)

Il is very important inteaching and learning



Pre Intervention

Post Intervention



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0.0

5.0

10.0

15.0

20.025.0

30.0

35.0

40.0

45.0

50.0


(%

)




0.0

5.0

10.0

15.0

20.0

25.0

30.035.0

40.0

45.0


(%)

IL is used effectiveky in myteaching



0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Not sure Agree Strongly

agree

(%)






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Discussions

Limited response especially for post-intervention.

Majority claims have some knowledge of IL and improve to 100%after the intervention. Anyway still many lecturers were not sure

about IL.

Generally, lecturers at PPSG accept the application of IL, they agree

about the important and show interest in applying it in their teaching.

No significant difference of all acceptance to IL components testedin this study between Clin. and BS. lecturers.

Not all could attends the intervention lecture session (only 46) due to

other commitments or just non-interested

Clinical lecturers have more reasons/problems in applying it mostly

claims due to lack of knowledge, time limitation and unsatisfactorysupports and facilities especially internet at the university else than

not suits the clinical teaching condition.

No significant difference between Clin. and BS. lecturers responds

for pre- and post-intervention.



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Several reasons were given for pre and post-intervention with more

variation post-intervention.

Concern and strategies must be found to overcome the hindering

factors especially commented by the clinician if to make application

of IL at PPSG successful..



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Limitations

Time for the survey is quite short.

Difficulties in getting enough respondents because some

lecturers on sabbatical leave, further study, research leave,

and also other human factors.

Short of time for interventions: should have more sessionsand more knowledge transfer.



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Conclusion

Generally, PPSG lecturers highly accepted the IL application

and no significant differences between group of Clinician and

Basic Sciences,

Clinical dentistry lecturers has more reasons and limitations

in applying the IL even after intervention , so concern should

be taken to find a way to improve this problems.



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Pedagogical Implications

PPSG lecturers should be more exposed to the IL maybe through

CDAE/CPD workshops or online education.

Strategies need to be developed to enhance the application of IL

by clinician. Infrastructures, facilities and support such as good internet

access to improve acceptance and convenience for lecturers to

adopt IL maximally.



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acceptance level of il by ppsg lecturers, universiti sains malaysia

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