1. dherendra
uwc dental faculty
dept, of oral medicine and
periodontology
online resources
DHERENDRA
DHAYA 2014

2. BACKGROUND
• University of the Western Cape’s Dental Faculty.
• Dental (4th year of study - 88 students) and 2nd year oral hygiene
students (26) with a diverse range of personalities and learning
skills makes teaching and learning on a 1 to 1 basis by the same
lecturer / supervisor / teacher more challenging.
• A few students have difficulty with various aspects of the course
from theory content to clinical competency and the integration
thereof.
• For the majority, the content workload is still too demanding. The 4th
year dental students have 11 disciplines. Clinical supervision with
emphasis on teaching during the rendering of dental treatment to
their patients is performed once a week during a 90 minute clinical
session.

3. INTENDED OUTCOMES
• Enhancement of student learning
outcomes
• Enhance learning and critical thinking and
reading via Ikamva blog and later google
blogger
• Facilitate engagement, interactivity,
communication and collaboration between
tutor and peers

4. THE CHALLENGE
Teaching in the 21st century
means providing learners with content
being available anywhere and anytime
also to develop skills which will
facilitate a blended learning approach
tapping into multiple sources of
information

5. ESTABLISHED PRACTICE
• Powerpoint format which initially consisted of text and
subsequently clinical images inserted to make it more
visual and to get a better understanding by linking and
associating the two. A short reference list is usually
added at the end of the presentation.
• These lectures are placed on Ikamva and recently on
google drive for them to access. Some students find
google drive more accessible.
• The class representatives also place the necessary
documents and announcements on facebook. They have
linked dropbox to facebook as well. This allows for
maximum accessibility catering for the learners.

6. AFFORDANCES
Accessibility will be improved to those who have difficulty accessing the
Ikamva site for downloading their course material especially the
powerpoint lectures, course documents etc.
The embedding of video clips into the powerpoint presentations has been
shown that student learning outcomes is enhanced.
The features of Ikamva such as quizzes, blogging in addition has just
been introduced and incorporated to enhance learning and critical
thinking and reading.
Two critical questions can be answered viz. 1. What is the most
significant thing which the learner has learned. 2. What remains unclear?
Lastly, the LMS is also available on many mobile and android devices.

7. INTERVENTION
More mcq,s to be loaded per topic in the LMS.
Links to journal articles provided.
And the introduction of google blogger to groups of students relating to
certain topics or themes.
Then making it accessible to all in the class.
Polling for feedback and reflection if the modified practice is valuable
and should be continued for the benefit of the learner.
Exploration of google sites

8. EFFECTIVE PRACTICE
• The LMS affordance of some measure of control over
the “in house” online environment has and advantage to
both tutor and learner.
• In addition, Google docs and its use creates the
opportunity of sharing and commenting on their peers
contribution.
• This can add value and leverage the intended outcome
of engaging students out of the classroom.
• Linking PDF’s may be an advantage as it does not have
to downloaded, but opened with Google’s quick view.

9. CONCLUSION
• Linking in class work with out of class work
closes the divide provided by limited contact
time for didactic delivery of key concepts relating
to theory content.
• Engaging the 21st century learner with etools
with which they may be or become comfortable
with, making learning more fun and interactive in
an environment where they can voice their
experiences and thoughts and reflect on them
critically.

10. Example of youtube video clip download
embedded into powerpoint presentation
The Effects of Smoking on Oral Health.wmv

11. Another example
VID 20140312 WA000 how can you with a face loke that[1].mp3

12. Van_der_Velden_Classification.pdf
link to journal article

13. Sample of blog created. Interactivity needed

14. Example of google sites to be developed for bchd iv

15. REFERENCES
• Hershock C and La vague-Manty M (2012). Teaching in the cloud: Leveraging online
collaboration tools to enhance student engagement. University of Michigan. CRLT
occasional papers. No. 31.
•
King S. (2012). Blogging and reflection in higher education. Aug.
•
Masud M, Said SM and Hassan MIA (2013). Validating e-teaching and learning
innovation in dental education. european international journal of science and
technology. July vol 2 No. 6 page 198.
•
Mohamed N and Peerbhay F (2012). Introducing dental students to e-learning at a
South African university. AJHPE ;4(2):123-127.
•
Rowe M et al. (2013). Beyond knowledge and skills: The use of a technology
mediated teaching strategy. BMC Medical education. 13 : 51.
• Rowe M et al. (2013). Using Google drive to facilitate a blended approach to authentic
learning. British journal of educational technology. vol 44. no. 4. 594-606.