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This short-term longitudinal case study evaluated the quality of learning by comparing assessment outcomes following the traditional face-to-face lecture teaching of a radiological science course to first-year dental students in 2007 with assessment outcomes following conversion of the course to an e-learning format for first-year dental students in 2008. Multiple methods were used to triangulate and add rigor to the study. Not only were multiple-choice exam results from both the 2007 and 2008 cohorts statistically compared, but an interview was conducted with the content provider to capture a different perspective. A survey was also used to provide insights into students' perceptions of the use of e-learning. Finally, the tracking records of students who accessed online lectures were considered in analysis of the data. Due to the positive response from the students, coupled with the nature of the course and an emphasis on the quality of the content, e-learning could be fully implemented, despite some shortcomings, without compromising the quality of learning.
Tan et al. (Thu,) studied this question.