The use of electronic devices in dental medicine for patient care, teaching, and learning, respectively, has been widely accepted [1-3]. As consequence of this development it became evident in recent years that internet-based learning increased its attraction for students at large [4,5], including those of dental medicine [6,7]. However, utilization of these new media depends on several criteria, specifically on the availabilty of a convenient hard and software as well as access to a high speed internet [8]. In this context authors repeatedly refer to the Web 2.0 as a basic social software for a successful implementation of e-learning [9].

The new generation of mobile phones and tablet personal computers (PCs) appears to perfectly adapt to the general framework of e-learning techniques presently available [10]. Taking account of these facts this investigation pursues two major issues. First, we examined current e-learning activities of dental students with reference to their use of specific e-learning devices that are desktop computers, tablet PCs (iPads), and smartphones, respectively. Second, probands were also questioned regarding a preferred utilization of commonly available teaching programs, which can possibly be linked to special e-learning devices.

Dental students (n=141) in their second and third clinical semester of the University Mainz were asked to attend an optional survey, nobody refused. No student was excluded since all of them met essential criteria such as mastering the German language and complying with basic technological literacy regarding the electronic devices here under discussion. Probands were encouraged to request assistance in case they believe the questionnaire implies ambiguous issues. The participants were invited to independently complete a machine-readable form within 20 minutes. This procedure appears superior over online surveys as an increased reliability of results may be expected [11].

The queries put emphasis on different domains of learning preferences as well as on hardware devices individual students had access to. The inquiry schedule also considers previously conducted surveys regarding the percentage of internet-based learning [6], and allows single as well as multiple answers. Table 1 displays an outline of the questionnaire the probands were confronted with.

Further information was requested concerning the operation systems (OS) the devices are equiped with (Table 1, question 4), as 2 OSs are mainly installed on hardware devices. That is the OS introduced by Apple (Apple Inc., Cupertino, CA, USA) for iPhones or iPads (iOS), and the Android OS provided by Google (Google Inc., Mountain View, CA, USA). The market share for the year 2012 in Germany of both OSs reveals a 77% rate for iOS and 19% for Android OS [12]. Evaluation of question 2, considers the quantity of students in relation to the hardware (eg, tablet PCs, smartphones, laptops) each participant utilizes. The obtained data were correlated with the internet-based learning activities of the probands.

The questionnaire was compiled in cooperation with biostatisticians of the Center for Quality-Management and Development, Johannes Gutenberg University Mainz. These experts also conducted the machine read-out and processing of the completed questionnaires, employing the statistical analysis programme SPSS 16.0 (Statistical Package Social Sciences; IBM Inc., Chicago. IL, USA). The survey analysis did not differentiate between male and female participants as well as of their degree of clinical education.

The study comprises 141 students during their clinical education, 42 males and 99 females. The gender distribution roughly matches the notification (10% variance) officially provided [13]. Preliminary talks unveiled that each student participating in the survey employed any e-learning device and owned at least one device useful for e-learning activities. Analysis of the survey confirms this statement, and details that an overwhelming number of probands (125/141, 89%) utilized laptops for e-learning activities. Beyond that, all students reported an unlimited Internet access. Furthermore, all students hold mobile devices, although tablet PCs and smartphones employed for e-learning can be assigned to only 75% (106/141) of probands. Apparently, less than two-thirds (83./141, 59%) of students questioned own smartphones, and a minority (23/141, 16%) has tablet PCs at one's disposal. Examining the devices with respect to their OS it appears that iOSs prevail. The overall conclusion drawn from this data clearly demonstrates that at least with respect to the hardware (e-devices) clinical dental students are excellently equipped to accomplish e-learning requirements.

Internet-based learning activities are linked to specific e-learning devices as detailed in Figure 1. Analyzing the utilization of computers (PCs) for e-learning it became apparent that the range of 21 – 40 % of internet-based learning activity of students is linked to half (52%) of computers available. Interestingly, as the internet learning activity increases (range 41 – 100 %), the preference to utilize computers clearly declines. At the highest level of e-learning efforts (81 – 100 %) less students made use of computers (PCs). Noteworthy differences were observed to use tablet PCs and smartphones for e-learning. The documentation for tablet PCs (iOS Tablets) reveals that the e-learning activity (range from 21 to 80 % activity) is related to either 77 % tablet PCs equipped with iOS or to 100 % tablets equipped with Android OS. Remarkably, those students conducting almost entirely e-learning activities (81 – 100 %) during their clinical education preferred iOS tablets and iOS phones (27 %), only 8 % utilized PCs and Android phones. However, tablet PCs carrying iOS are most popular for internet-based learning activities. A break down of data compiled for smartphones (Android phone, iOS phone) displays some distinct differences when compared to the use of computers or iOS tablets. Again, slightly more than one-third of students performing e-learning activities (21 - 40 %) is using an iOS smartphone (39%). Smartphones equipped with Android OS are absolutely favored for e-learning. These devices are employed to 91 % by students performing e-learning activities in the range of 21 to 80 %. Our data do not allow to transfer percentages of users directly in an absolute number of probands as individual students utilize more than 1 e-device for e-learning activities. This is inferred from the number of students (n=141) participating in the survey compared with the total of e-learning devices students (n=234) employ (see Table 1).

Utilization of e-learning programs is allocated to specific hardware-types. Since e-learning hardware devices are without exception highly sophisticated technical allround tools one would not necessarily expect a preference of any type of device for a specific e-learning program. From 121 students using computers (PCs) for their e-learning activity, 37 % (n=5) took advantage of learning programs. A different outcome holds for tablet PCs. From students owning Tablet PCs equipped with iOS only 54% (n=9) employed e-learning programs. Marginal acceptance was found for tablets PCs furnished with Android OS, and only 1 proband used an assigned learning program. Data for smartphones are divergent from computers and tablets. Students employing iOS-smartphones about half of them (55%, n=37) practice appropriate e-learning programs. From Android smartphone users only 14 % (n=4) took advantage of e-learning programs. To avoid an overinterpretation of the data presented here we suggest that of all students questioned only one-third regulary uses e-learning programs, regardless of the different hard ware devices and OSs employed.