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<p>In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members&rsquo; answers indicated that a lack of time and administrative support created barriers to teaching online learning courses. </p><p> Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years. </p><p> <i>Keywords</i>: online education, dental education, web-based learning, distance learning, e-learning, faculty perception. </p>

In Study 1, normative data were collected on masseter muscle activity in 25 MPDS and 25 nonMPDS patients to determine if there were significant differences in overall EMG activity, and if there was a significant difference between left and right EMG activity in either or both groups. Data were collected using a Myotronics EM2 Electromyograph. Masseter EMG levels were in the predicted direction (MPDS $>$ nonMPDS), but the difference between the groups was not significant. There was a significant difference between left and right masseter activity for both groups. However, there was no difference between groups in the magnitude of the bilateral differential. In Study 2, the effectiveness of unilateral, bilateral, and false feedback in reducing masseter EMG activity were compared. Sixty-five subjects received 20 minutes of biofeedback during two training sessions. A follow-up session was conducted one week after treatment completion. Perceived jaw and general muscle tension were also assessed using a SUDS-type scale. Data were collected using a Cyborg Biolab and an Apple II plus computer. Results showed that for all groups, EMG activity decreased from session one to session two. There was no difference between the unilateral and bilateral group in the amount of EMG reduction across the two experimental sessions. The reduction of EMG activity across sessions one and two was significantly greater for the unilateral + bilateral group as compared to the false feedback group. Treatment effects maintained at the follow-up session for subjects in the bilateral + unilateral group, but not for the false feedback group. EMG activity in the unilateral + bilateral group decreased significantly from session two to the follow-up session, whereas EMG activity for the false feedback group increased from session two to the follow-up. For the subjective measures of jaw and / general muscle tension, the changes in ratings across sessions did not differ as a function of feedback group. There were no significant correlations between EMG activity and muscle tension ratings for the unilateral + bilateral group or for the false feedback group. / Source: Dissertation Abstracts International, Volume: 52-03, Section: B, page: 1726. / Major Professor: Jack G. May, Jr. / Thesis (Ph.D.)--The Florida State University, 1990.