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It is really hard for me to put into words what this course has meant to me. First, because I cannot believe that our first year in this program is almost over. It feels like just yesterday I got my acceptance letter, and now we are one step closer to being dental hygiene educators. From all of the incredibly meaningful feedback from Irina and David, to finally feeling like an instructor, I will cherish a lot of things from this course.

One of my most favorite assignments from this semester that I will carry with me was the opportunity to write a syllabus for a class. The syllabus is the essentially the road map to the course and getting to create one made me really believe that this IS something I can do. I really enjoyed the entire process of getting to structure a class through this assignment. One of the other things I found while creating my syllabus is that I really enjoyed doing it- it didn’t seem like work to me, and it was more fun than anything. I believe this is a huge sign that I have found what I am meant to do. I also loved getting to review some of my classmate’s syllabi and see how they would structure a course. It gave us the chance to collaborate and possibly add things to our syllabi that we saw from our classmates.

Another assignment and something I will carry with me throughout my academic career is the assessments assignment. This assignment allowed us to create multiple ways of how we would assess our students on the learning objectives. This is a key process in being an instructor- it is your chance to allow your students to show what they know. I have never had the opportunity to do anything like this before, and I will treasure that!

There is so much more I would love to write about, but I am afraid that I would go on and on. I just want to thank Irina, David, and all my classmates for helping me along this journey. I don’t know what I would do without you guys!

One technology that I have always been interested in and would love to incorporate into my classroom is mobile learning. Through this class, and other classes I have taken, I have gotten to know a little bit more about this technology and find it really fascinating. Mobile learning is defined as, learning accomplished by the use of small, portable computable devices.¹ These devices can include smartphones, personal digital assistants (PDAs), and similar handheld devices.¹ Mobile learning is also known as M-Learning. It is said that ninety-five percent of the global population live in an area with mobile-cellular network, and majority of adults own one more than one mobile device with the largest demographic being 18 to 29-year-olds.² This population makes up majority of college students, so why not utilize (in the classroom) the technology they already have? Research has found evidence to support mobile learning in the classroom, and I will discuss this in my blog post.

Researchers have found that mobile learning has gained acceptance from students and educators because of the fact that they can perform everyday tasks in a more flexible and comfortable way.³ Along with this, mobile learning helps students and educators perform daily tasks in a timely manner using small technological devices.³ This is especially important because teachers and learners have incredibly busy schedules, and with mobile technology and learning there is the possibility to complete work straight from their phone which can help with their busy schedules. Not everyone is willing to carry around their laptops everywhere, and now-a-days, almost everyone always has their cell phone on them. M-learning provides ways for people to complete their work from wherever they may be because of the idea that most everyone always has their phone. However, along with this there is a population of people who do not own a smart phone capable of mobile learning. Researchers have identified the ownership of the required hardware is the most important roadblock in widespread use of this technology.¹ Nevertheless, universities have been taking the necessary steps to help overcome this challenge.¹

Multiple studies have been conducted comparing student performance with using mobile learning and student performance NOT using mobile learning. Most results suggest that when students use this technology, they demonstrate a higher level of knowledge of the subject matter compared to students who don’t.¹ Students are drawn to the flexibility and access of having a mobile device that can help their learning process.¹ I believe overall mobile learning is the next step in enhancing learning of students. Our lives now and in the future revolve around this kind of technology, so we need to be able to use it to engage students and enhance their learning.

In my classroom I definitely think mobile learning is supported. Most of my students will fall in the demographic of 18 to 29 years old and will most likely have some sort of mobile device. Evidence points towards the fact that mobile learning intrigues students and helps their performance. I will for sure need to think more about how to incorporate it in my classroom, but I think there is room for it.

Resources

1. McConatha D, Praul M, Lynch MJ. Mobile Learning in Higher Education: An Empirical Assessment of a New Educational Tool.
2. Crompton H, Burke D. The use of mobile learning in higher education: A systematic review. Computers & Education. 2018 Aug;123:53–64.
3. Al-Emran M, Elsherif HM, Shaalan K. Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior. 2016 Mar;56:93–102.

While reflecting on my time as a student in an entry level dental hygiene program, I think of all the assessments that were used to test my knowledge. I believe there isn’t just one type of assessment that is best. There are multiple assessments that must be used in order to best prepare a student in a dental hygiene program to graduate and become a dental hygiene professional.

Skills assessments are one of the best assessments to be used in an entry level dental hygiene program. As dental hygiene educators, we must be able to ensure our students know to correctly take vitals, read a medical history, and how to adapt instruments to the teeth. In order to do this, a skill assessment can be used. I remember during my time in dental hygiene school we were assessed by a skill evaluation on medical history, head and neck examinations, and all of the instruments used in dental hygiene treatment (explorer, probe, sickles, universals, etc.). In hygiene school I wouldn’t have known if I was doing these things correctly without being assessed by a skill evaluation. The Regional Board examination is essentially a big skill evaluation, and our students must be prepared to handle that kind of situation.

I also think essays are an assessment that is important in a dental hygiene program. The use of an essay helps students gather evidence-based articles to back up what they’re arguing in their paper. The practice of dental hygiene is all about evidence-based care, and if we can get students learning how to find this evidence early than their patients could benefit. Patients can benefit from receiving the most up to date standard of care, and it is important for our students to learn and be assessed on finding evidence-based research. I do know that the National and Regional board examinations do not have a written portion, however I still believe this an important type of assessment.

Of course, quizzes and exams are a key type of assessment that can be used in any kind of program. Quizzes and exams help to test the knowledge that students had gained from the classroom. It can also help students understand areas that they may need more help in. Quizzes and exams are the building stone to knowledge. These assessments help students understand the basic information, so that they can use it and apply it to the real world. In dental hygiene programs this is especially essential because in the classroom we learn the basics like the oral-systemic link. Our students must understand this in order to connect it to the patients they see in clinic. For example, if a student has a patient who presents with diabetes and gum inflammation then the student should be able to connect these two things together by using what they have learned in the classroom. To help reinforce this idea it can be assessed through a quiz or an exam.

Case studies are also an important assessment in dental hygiene. The national board exam is filled with case study questions, and our students must know how to navigate through this kind of assessment. Case studies build critical thinking skills to help test the students’ knowledge by applying it to a real-world situation. Students in a dental hygiene program also see patients in clinic, and it is imperative for them to be able to use what they have learned in the classroom and apply it to a clinical situation.

Overall multiple assessments can be used effectively in an entry-level dental hygiene program!

With the increase of online learning comes the fact that we must compare online teaching and learning to face to face teaching and learning. There are numerous similarities and differences between online and face to face teaching and learning.

Some similarities between online and face to face teaching and learning including both requiring a lot of work from the students and the educators. The educator must put in the work to put the material together in an effective way for the students and the students must put the work in to complete any assignments and to retain knowledge. Face to face and online instruction also require feedback. Feedback is incredibly important to students because it helps them to know things they are doing great and things that they might not be doing as great. Work outside the classroom (whether in class or online) is an incorporated part for both types of teaching and learning. This could include practice worksheets, readings, discussion posts, and so much more. Time management is also a huge factor in both online and face to face teaching and learning. Educators and students in both must manage their time effectively to get things done in a timely manner or by a due date.

Online and face to face teaching and learning also have some differences. Online learning can incorporate asynchronous and synchronous sessions. In online learning students can complete their work (whether it is watching a lecture or completing an assignment) from anywhere. Whereas in face to face learning the students would have a designated time and place for lecture or whatever class activity is planned for that day. One difference that Irina mentioned that really stuck with me was how she described that something she could explain in five minutes to students at the end of a class session could take up to 30 minutes to type out to ensure students understand. In face to face learning the educator is right there to answer questions if a student were to have them. In online learning answers to questions aren’t as readily available.

As for online learning there are multiple benefits and challenges. One benefit is mentioned above- students can complete their work from anywhere. This is convenient for people who may be working and going to school. I know for must of us in this program we are working and going to school, so having all of our classes online helps us immensely! Another benefit of online learning is that it is potentially cheaper for the school/university. In some of our readings I noticed how some evidence on how online learning is better than face to face is because less money is involved. If there is a guest lecturer the university doesn’t necessarily have to pay the lecturer to come to the campus to present. The lecturer can simply do it straight from their house. However, it would be interesting to research whether or not online learning is actually cheaper. Does online teaching and learning require more resources for the students and if so what resources and what does the school have to pay for? I know my sister in law teaches in South-Western City Schools and her school bought all the students an iPad to do their school work. Is this similar to higher education? Some challenges of online teaching and learning include technology. I always say to be people “technology is great until it decides not to be”. I usually say this when I am having technical difficulties (especially at work when my computer freezes or even in clinic with the students when axium has issues). Nowadays a lot of class sessions are happening over zoom. What if there is a technical difficulty? Class time is being used up! But could this happen in face to face teaching and learning too? What if the educator has a powerpoint to present to the class and the computer stop working? Another challenges of technology in online education could be for people who don’t necessarily know how to navigate on a computer. I struggle sometimes with certain softwares we are required to use because I am not familiar with it. Another challenge is briefly mentioned above. In online learning I feel like the instructor isn’t as readily available to answer questions. In face to face learning there are always opportunities for students to ask questions. Is this time being set aside in online learning?

I personally think online teaching and learning is here to stay. I also believe as time goes on, there will be more strategies for effective teaching and learning from an online approach. Completing this program online has made me really appreciate it. I know all the work my instructors are putting in to make sure we have a successful journey throughout our master’s program. I also love the fact that I can work full time while also going to school. I can get my work done whenever and wherever I want!

I have been a student for majority of my life. Because of this I have attended numerous lectures. It is very difficult to pick THE very best lecture I have ever heard. However, after reviewing our class material it became a little bit easier. I began to reflect on what lectures used effective teaching and learning strategies and I finally came to a realization of what the best lecture I have ever heard.

It was the spring semester of my junior year of college (also my first year in dental hygiene school). I was taking a pathology, pharmacology, and medicine class that was scheduled on Fridays from 1pm to 4pm. The professor of the course works as the Program Director of Dental/Oral Maxillofacial Anesthesiology at The Ohio State University. We were in classroom 3089A at Ohio State’s college of dentistry. I was sitting in the 4th row on the right side of the classroom with two of my best friends.

In this particular lecture we were learning about different types of sedation in dentistry. We learned about nitrous oxide, and IV sedation. We discussed the history of each-where they come from, who discover it, etc. We discussed the benefits of each. Along with this, we learned about the possible complications. The professor lectured in front of the classroom, allowed us to discuss in groups, and then we had a learning activity to demonstrate the knowledge we had gained.

The thing that stuck with me the most is that my professor used real life situations to show us the importance of what he was teaching. For me, as a learner, I learn best by being able to apply what I learned to real life. These stories he told us were stories that had actually happened to him or his colleagues, and they weren’t always the happy ending stories either. What he told us really hit a nerve with me, and showed me the importance of how we have to take sedation in dentistry very seriously because of what can happen if something goes wrong. As hygienists we can administer nitrous oxide, and I don’t think people take that as seriously as they should.

The reason this lecture is the best one I have ever heard is because his use of lecturing, active learning exercises, and real world situations has helped me to remember everything he taught us in class that day. I still, to this day, tell people about these stories he had told us during that session and how important and relatable it is to what we do everyday in practicing hygiene. Also, this class was scheduled for three hours on a Friday afternoon and I was absolutely engaged in the material the entire time is really important to me. I think it is very special that after four years I can still remember all of this information about this particular lecture-making it the best I have ever heard.

An innovative classroom is incredibly important in education, for students and for educators.

Technology, technology, technology. I believe numerous educators think that as long as technology is being used in their classroom then they are innovative. However, as an educator I don’t believe that is all an innovative classroom is. Yes, innovation can include technology but there is SO much more to it.

What does an innovative classroom look like to me, as an educator? An innovative classroom includes teaching something in a new way. An innovative classroom uses new teaching strategies built upon old teaching strategies. An educator in an innovative classroom will lecture for about 20 minutes and then have an active learning exercise to help students apply what they have just learned. This allows for an old teaching strategy to flourish as a new one due to the addition of an active learning activity. Moreover, creating an innovative classroom includes using different kinds of teaching strategies and not using the same strategy constantly.

An innovative classroom also involves centering the class material around the students’ interests, abilities, culture, and identity. The hope of centering the material around the students’ interests is to help in connecting the material to the real world to increase student retainment and engagement.

An innovative classroom allows students to create goals to strive towards throughout the course. Time should be taken to allow students to create these goals in the classroom, and the educator should review the goals with the students on an individual basis. This innovation will help to keep students accountable for themselves and give them something to accomplish.

Innovation in education can include a multitude of things, and I am sure that as this class goes on I will learn more strategies on how to become an innovative educator!

Hello all, I am incredibly excited to be taking this course. As a future educator there are numerous things I would like to learn throughout this course. I have never had the opportunity to teach in front of the classroom, so one thing I would like to explore more throughout this course is how to engage learners in the classroom and online. I know in this course we will learn more about effective lecturing and active learning and I believe this will help me learn more about how to engage students. I believe the content from DH 6100 will help us throughout this course, and to connect new topics. One example in particular is our course alignment project we did last semester. I think that assignment will help us to write a course syllabus which is scheduled for this semester. One concern I do have for this course is feedback. I know last semester we struggled a little bit on the course alignment assignment, but I believe we have ironed out those kinks and will be ready to receive more feedback this semester!

Regarding the course content, I do have a few more concerns. Although these concerns are small, I do believe they should be discussed. I am terrified to write a course syllabus. There is so much content needed in these documents and I don’t want to miss anything. However, I believe this course will prepare me to write one and decrease my fear. Another concern I have is with the COVID pandemic. Due to this global pandemic, education has shifted towards online rather than in class. I fear that I will not have the experience to deliver a meaningful lecture to students online. I don’t want anything to get lost in the dust, and with my students being online it is hard to reach them. I believe with practice and the help of this course I will be well prepared to deliver effective teaching in person and online.