Inclusive education: pedagogical approach to online versus face-to-face teaching

In today’s educational landscape, active learning is often overlooked during lectures, seminars, and tutorials. The aim of this study was to investigate perceptions online face-to-face lecture formats their impact on the experiences undergraduate dental students in Years 3–5. This qualitative conducted effectiveness different at Institute Dentistry for There were two specific questions asked with additional free-text questions. total, 120 221 participated between October 2019 February 2020, only 42 participants included comments. Three core themes related blended approach identified: (1) scheduled versus recorded (2) duration academic (3) neurodiversity experiences. results showed that learners perceived traditional didactic lectures as least effective format. not a “one fits all” format would accommodate neurodiversity-based focuses strengths, abilities, interests students. Hybrid combination teaching coupled small group tutorials could be suggested. unique challenge post-COVID-19 era both educators due lack clinical practice heavy reliance methods Dentistry. Therefore, implication these planning financing programmes discussed Higher Education.