Perspective and Challenges of Dental Instructors on Implementing Blended Learning Models in A Private Dental College, Karachi, Pakistan

INTRODUCTION

The growing use of the Internet and educational technologies has significantly changed higher education, leading many academic medical institutions to adopt distance and blended learning strategies.1 Blended learning integrates in-person instruction with online education, offering a more flexible and engaging way to learn.2 Research consistently shows that blended learning often outperforms traditional teaching in cognitive outcomes, particularly in health professions education.3 It encourages collaborative learning, personalized instruction, and lifelong learning, enhancing critical thinking and knowledge acquisition.4

Blended learning is defined as an instructional approach that merges traditional face-to-face classroom methods with digital learning tools.5 It gives students autonomy over the timing, location, pace, and direction of their learning.6 The approach typically incorporates digital assignments, interactive content, virtual discussions, and self-paced modules that support and extend in-person classroom instruction.7

 A global scoping review by Arora et al. emphasized the importance of usability and instructional design in health professions' blended learning programs, identifying faculty members readiness as a key determinant of success.8 Similarly, Jowsey et al. reported that blended learning programs in nursing improved accessibility and learner satisfaction, especially when personalized learning components were used.4 MacNeill et al. highlighted that online and blended methods could enrich professional education but required thoughtful digital pedagogy and faculty members' engagement to be effective.5 Evidence from a large-scale study by Zheng et al. during the COVID-19 pandemic found that online and blended modalities produced student outcomes equivalent to or better than pre-pandemic traditional teaching, reinforcing the potential of blended learning as a viable long-term approach.6 

Studies in Pakistan have shown the use of blended learning in educational programs.9,10 According to studies, when used successfully, blended learning can improve student achievement more than traditional face-to-face or entirely online techniques. However, successful implementation requires careful planning, appropriate technology, and proper training of teachers and students.11 Online learning is not only important for teachers and teachers to promote good learning.12 Direct Impact of Teacher Satisfaction on Student Engagement and Achievement in Online Classes.13 They are important learning opportunities for students, given the benefits to themselves and their students.14 Face-to- face integration with online instructional components has also been a concern for both teachers and students over the years.15

While such international findings are encouraging, most studies have focused on student perspectives or institutional outcomes. There is limited research exploring the experiences and challenges faced by faculty members, especially in low- and middle-income countries (LMICs) where digital infrastructure, training, and policy support are often inconsistent. In Pakistan, although blended learning is increasingly promoted, the transition from conventional to hybrid models has been complex and underexplored from the perspective of educators. 

This study was conducted to assess the perceptions and challenges of dental faculty members in using three pre-existing blended learning models that incorporate social media at a private dental college in Karachi. The findings aim to contribute to the emerging discourse on digital pedagogy in LMICs by informing locally relevant strategies for successful blended learning implementation in dental education. 

Study Setting and Participants 

The study targeted faculty members actively engaged in teaching at the undergraduate dental level. A non- probability convenience sampling technique was used to recruit participants from multiple departments. All faculty members who were involved online or blended teaching and consented to participate were eligible. Faculty members who had not engaged in online teaching or who declined participation were excluded.

Sample Size

A total of 60 faculty members participated in the study. The six-month duration allowed sufficient time for comprehensive recruitment, considering academic schedules, departmental rotations, and teaching responsibilities across multiple semesters. This period also accounted for response variability due to varying levels of digital involvement among staff. 

Blended Learning Models(16)

The study focused on three pre-existing blended learning models implemented by the institution during remote and hybrid teaching phases. These models varied in their structure and integration of social media into teaching practices: 

Model 1:  Traditional classroom teaching supported by minimal use of social media (e.g., WhatsApp groups for announcements only). 

Model 2:  Structured use of social media for interactive learning, including group discussions, real-time feedback, content sharing (videos, quizzes), and student-teacher engagement through platforms like WhatsApp, Facebook, and Google Classroom. 

Model 3:Predominantly asynchronous learning using pre-recorded lectures and digital materials, with limited live interaction or collaborative activities. 

These models were not developed as part of the research but were already being used in the institution and thus provided a real-world comparison framework.

Data Collection Tool

Data was gathered through a self-administered, online questionnaire designed to capture faculty members perceptions on usability, communication, engagement, and overall effectiveness of each model. The questionnaire underwent an expert review for content relevance and clarity. Participation was voluntary and anonymous. The structured questionnaire was developed by the research team and validated through expert review by three senior dental education faculty members. It consisted of three sections: Demographics, which included gender, department, and teaching experience; Perception of blended learning, which included 15 Likert-scale items (Strongly Agree to Strongly Disagree) covering ease of use, communication, interactivity, and accessibility of social media platforms within each model; and Effectiveness of each model, where respondents rated their agreement with statements related to teaching outcomes, student engagement, and instructional efficiency for each model. Pilot testing was conducted with five faculty members not included in the final sample to ensure clarity and reliability. 

Data Collection Procedure

Data was collected over six months using a self- administered online questionnaire distributed via institutional email and WhatsApp faculty member groups. Weekly reminders were sent to maximize response rates. Faculty members were encouraged to complete the questionnaire at their convenience; each submission took approximately 10-15 minutes on average. A strict deadline of one month from the date of receiving the questionnaire was imposed, and consistent weekly reminders were shared to facilitate timely participation. Participation was voluntary and anonymous, and all participants were informed about the purpose of the study, confidentiality, and their right to withdraw at any time. 

Statistical Analysis

Descriptive statistics were calculated for all variables, including frequencies, means, and standard deviations. One-way Analysis of Variance (ANOVA) was used to compare mean scores across the three blended learning models for each item. A significance level of =0.05 was used for all tests, and statistical analyses were performed using SPSS version 17.0. 

Ethical Considerations

Ethical approval for the study was obtained from the Baqai Dental College Ethical Review Board (Ref: BDC/ERB/2021/024). Verbal informed consent was obtained from all participants. Participation was voluntary, with assurance of confidentiality and the right to withdraw at any time. 

RESULTS

Table 1 illustrates the frequency distribution of responses from dental personnel to various training models at a private dental institution. It asks about the ease and efficacy of using social media for teaching, collaboration, communication, and student participation. For example, most respondents believe that social media simplifies instruction and skill use, with 50% preferring Model 1. Similarly, 46.67% of respondents feel social media allows for faster connection with friends under Model 2. The table also demonstrates positive sentiments regarding social media in education, with 61.67% agreeing that it alerts users instantly in Model 2. 

Table 2 evaluates the success rate of several teaching approaches among dental staff at a private dental institution, focusing on various aspects of social media use in teaching. The table shows the sum of squares, degrees of freedom, mean square, F statistics, and p-values for each item/question. Significant F statistics and low p-values (all less than 0.05) reveal significant differences between groups for each question. For example, "The communication between the teacher and the student using social media is simple and easy" indicates a highly significant difference (F=10.05, p<0.001), demonstrating diversity in the efficiency of the teaching methods in this aspect.

Table 1: Frequency Table of different Teaching Model among Dental Staff of Private Dental College

 Table 2: Comparing the Effectiveness of different Teaching Models among Dental Staff of Private Dental College

 Figure 1: Comparative Analysis of different Teaching Model 

DISCUSSION

 Our study revealed that a substantial majority of respondents - 53 (88.3%) for Model 1, 57 (95.0%) for Model 2, and 50 (83.3%) for Model 3- agreed or strongly agreed that teaching and learning through social media was straightforward. This reflects a shared understanding of social media's accessibility and ease of use for educational purposes. Moreover, 43 (71.7%) in Model 1, 43 (71.7%) in Model 2, and 40 (66.7%) in Model 3 acknowledged effective communication between teachers and students via social media, underlining its value in enhancing engagement and collaboration in academic settings. Similar findings have been reported in studies where blended learning, particularly incorporating video presentations and demonstrations, improved students' knowledge and skill development for clinical years.17 

Our data further demonstrate that Model 2 was the most preferred and effective among dental educators. It excelled in ease of use (n=41, 68.3%), communication (n=43, 71.7%), collaborative interaction (n=50, 83.3%), and integration into classroom instruction (n=47, 78.3%). These findings are supported by previous literature, which highlights how online tools like digital assignments, live classes, and video tutorials can support theoretical learning, though some skepticism persists regarding clinical skill acquisition via online modes.18,19 Notably, students often found online sessions less interactive and preferred in-person activities, emphasizing the need for tailored and engaging teaching strategies by faculty members.20 

Furthermore, 48 (80.0%) of faculty members using Model 2 agreed or strongly agreed that social media supports various multimedia formats (e.g., text, pictures, video, and animation), indicating its versatility in content delivery. Prior studies have also emphasized the advantages of online learning, such as reduced costs and travel time for faculty members.21,22 However, concerns remain regarding the appropriateness of online platforms for teaching clinical and hands-on skills.19,23 

Faculty members expressed optimism about integrating social media into dental education. In our study, 47 (78.3%) under Model 2 believed social media could enhance learning across various courses, while 50 (83.3%) agreed that its use in the classroom could directly improve student achievement.

This aligns with global trends showing growing faculty satisfaction with online education when supported by proper training and institutional resources.2,4,5 

Despite its strengths, including capturing current trends, offering contextual insights, and focusing on educational improvement, this study has limitations. It involved only one institution, lacked student perspectives, and did not fully address challenges posed by rapid technological advancement. These limitations highlight the need for multi-institutional studies involving both faculty members and students to generate more generalizable findings.6 

In light of these findings, three key recommendations are proposed. First, dental schools should implement structured training programs for faculty members focusing on digital pedagogy, social media ethics, and effective teaching strategies.3 Second, institutions must improve infrastructure and accessibility by providing internet resources and devices. Third, fostering interactive environments through discussion forums and live engagement tools can enhance student participation and peer learning.4 These interventions can significantly advance blended learning practices in dental education, especially in resource-constrained LMIC settings like Pakistan.

CONCLUSION

In conclusion, this study assessed dental faculty members' perceptions of three existing blended learning models that integrate social media into teaching. Among them, Model 2 was perceived as the most effective, showing statistically significant advantages in communication, engagement, usability, and classroom integration. While the study did not involve developing new models, it offers valuable insight into faculty members' experiences with institutional approaches already in use. These findings support the structured integration of social media to enhance dental education and suggest the need for faculty members' development and infrastructure support. Future research should incorporate student perspectives and include larger, multi-institutional samples to guide more comprehensive blended learning strategies. 

ACKNOWLEDGEMENTS

I would like to acknowledge Dr Talha M. Siddiqui (late) provided guidance and ensured the quality of data collection and supervision. 

CONFLICT OF INTEREST

The authors declare that there is no conflict of interest.  

ETHICAL APPROVAL DISCLOSURE

This research has ethical approval from Baqai Dental College (ref: BDC/ERB/2021/024). All the participants gave verbal informed consent. During the data collection, there was a strong emphasis on voluntary engagement as well as the freedom to withdraw involvement at any moment and to ask any questions.

FUNDING

None

AUTHOR CONTRIBUTION 

AS conceptualized and designed the study, analyzed the data, and made the initial draft of the document. AW and AS provided guidance and ensured the quality of data collection and supervision. MAH and AI performed data analysis and assisted in the manuscript draft. AI, FK and F did the data collection and execution of the whole project. AS and MAH is involved in the literature search and editing manuscript. All authors reviewed the manuscript and provided valuable feedback. Every author read and approved the final version of the manuscript.

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