Nor Faharina Abdul Hamid, Centre of Restorative Dentistry Studies, Faculty of Dentistry, University Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Selangor, MalaysiaFollow
Rohana Ahmad, Centre of Restorative Dentistry Studies, Faculty of Dentistry, University Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Selangor, Malaysia; Integrative Pharmacogenomic Institute (iPromise) Puncak Alam, Universiti Teknologi MARA, Selangor, MalaysiaFollow
Tong Wah Lim, Division of Restorative Dental Sciences, Faculty of Dentistry, the University of Hong Kong, Hong Kong SARFollow
Nur Hafizah Kamar Affendi, Centre of Restorative Dentistry Studies, Faculty of Dentistry, University Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Selangor, MalaysiaFollow
Tengku Fazrina Tengku Mohd Ariff, Centre of Restorative Dentistry Studies, Faculty of Dentistry, University Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Selangor, MalaysiaFollow
Melati Mahmud, Centre of Restorative Dentistry Studies, Faculty of Dentistry, University Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Selangor, MalaysiaFollow
Siti Mariam Ab Ghani, Centre of Restorative Dentistry Studies, Faculty of Dentistry, University Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Selangor, MalaysiaFollow

The potential for Massive Open Online Courses (MOOCs) in clinical dentistry remains vague and inadequately explored. Objectives: The study aims to obtain insight into the development of MOOCs in Fixed Partial Dental Prostheses (FPDPs) and to assess students’ learning preferences, module quality, and interface usability. Methods: The MOOCs was created by seven academicians with prosthodontic backgrounds. After completing the MOOCs and three complementary online discussion sessions, the students (n = 89) were invited to participate in an online survey. SPSS version 23 was used to calculate the frequency, percentage, mean, and standard deviation of categorical data (SD). Results: A total of 84.1% of students completed the survey. Six modules with five different FPDPs topics and a single implant topic were created for this MOOCs, which consists teaching and practical modules. 94.6% of respondents agreed that MOOCs can be used to supplement traditional T&L, with 64.9% preferring MOOCs to traditional classrooms. The majority of the items received a high mean score above 4.00, indicating that the majority of respondents were satisfied with the developed MOOC’s course content, usability, and interface. Conclusion: The majority of respondents agreed that the overall course content is well-organized and expressed positive feedback on integrating MOOCs into traditional classrooms.

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