Meeting by text or video-chat: Effects on confidence and performance

Assessment of factors influencing the patient's perception of teledentistry services

Background/Aim: The trend of using teledentistry increased significantly during the pandemic. Many studies have analysed patients' perceptions of teledentistry, but no studies have examined the factors that influence these perceptions. Aim of this study was to determine the factors that influenced the patient's perception of teledentistry. Methods: This type of research was a descriptive analysis with a cross sectional design. A total of 170 respondents filled out a questionnaire containing sociodemographic data and statements with a Likert scale related to the five perceptual domains of teledentistry. The data were analysed for correlation test with SPSS and model test with SEM-PLS. Results: There were only two factors, namely age and level of education that appear as factors that affect the patient's perception with a correlation significance value of 0.001 for age and 0.005 for education. The value of the correlation coefficient was positive, which means that the higher the age and level of education, there was a greater tendency for perceived value to be more strongly agreed. These results were reinforced by the results of the coefficient values on the SEM-PLS model test which were positive and significant, namely 0.311. The results of the goodness of fit analysis in this study were in the moderate category with a value of 0.265. However, the imbalance in the number of respondents in each sociodemographic group makes the results of this study less representative. Conclusion: There was a significant positive correlation between the level of education and the perception of teledentistry. This means that the higher a person's education level, the better his perception of teledentistry. Age had a significant positive correlation and influence with the patient's perception of teledentistry.

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

Because of the COVID-19 pandemic in the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses (emergency remote teaching). To study successfully, students not only needed to be prepared in terms of digital readiness (workspace, IT equipment, previous online learning experiences, and sharing information online), they also faced challenges that pertained to the self-regulated management of external resources (environment structuring, time management, and help-seeking). In the current study, we investigated students’ digital readiness for the sudden switch to online learning; differences between students’ intended and actual use of external resource management strategies; and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Descriptive statistics indicated that students seemed to be ready to study online. However, repeated measures ANOVA showed that students were not able to manage their resources during the term as frequently as intended. Finally, separate regression analyses revealed that availability of workspace and IT equipment predicted the use of environment structuring strategies. Additionally, IT equipment and information sharing behavior predicted students’ help-seeking. Based on the current results, we discuss implications for the promotion of student self-regulated learning (SRL) in online emergency remote teaching based on both external resources and digital readiness.