Evolving dynamics of E-learning in dental education in the post-COVID-19 era: Insights from the Mumbai Metropolitan Region

Background: Over the past decade, technological advancements, particularly in information and communication technology, have significantly impacted education. Due to this change, modern e-learning techniques must be used in dental education, albeit adoption is still uneven, particularly in India. Aim: In the urban districts of Mumbai and Navi Mumbai, this study sought to evaluate dentistry students’ opinions of online education. In particular, it aimed to determine the most popular resources, useful applications, and difficult problems encountered in virtual lectures. It also investigated the influence of video lectures, the inclination toward clinical posts, and the perceived level of interaction between virtual learning and conventional class settings. Methodology: Ethical approval was obtained, and a structured questionnaire comprising 19 questions was developed. Undergraduate dental students from seven colleges in Mumbai and Navi Mumbai participated. The digital questionnaire was distributed via E-mail and WhatsApp, with informed consent obtained for voluntary participation. Descriptive statistics were utilized for data analysis. Results: The study gathered 500 responses from dental students aged 18–24 years. Key findings revealed the prevalence of mobile devices, particularly those equipped with earphones, as the primary resource for e-learning. Zoom emerged as the favored online class platform. Challenges identified included background disturbances and content comprehension issues. Furthermore, there was a preference for visual case presentations and a strong inclination toward offline clinical postings, indicating pedagogical preferences. Conclusion: This study offers valuable insights into the dynamics of e-learning among dental students in metropolitan areas. It highlights the adaptability of students to digital platforms, with mobile phones being the predominant device for online lectures. Identified challenges call for potential solutions, while the observed pedagogical shifts emphasize the importance of balancing online and offline components in dental education.