Abstract
In recent years, the use of web‐based education as an instructional method has increased at universities. Web‐based technology is considered a useful tool for teaching outside the classroom and offers a range of implementation options. For many instructors web‐based technology serves as the mechanism for course delivery, while in other instances online activities may enhance traditional classroom instruction. Over the years our dental histology course has utilized light microscopy, power point presentations, and digital images as methods of instruction. This year we set up our freshman dental histology course on Blackboard. This is an integrated web‐based support system which enabled students to access course material and to assess their own progress through online quizzes. In the present study, we sought to examine the effectiveness of Blackboard as a supplement to traditional methods and to receive feedback on the strengths/weakness of the course using the Blackboard program. The assessment was made over a two year period. In the first year, the course was taught to 67 dental students over three lecture hours and three lab hours per week using traditional methods of instruction. In the second year, students with equivalent GPA and DAT scores were instructed using web‐based materials as a supplement to traditional methods. Both groups of students were evaluated using multiple choice lecture exams and light‐microscopy based lab exams. There was no difference on student performance between students using traditional methods and students using Blackboard. We discovered the students liked the accessibility of course material, the confidentiality of obtaining grades and the availability of online practice quizzes.