Online teaching and learning of a pharmacy curriculum designed for active learning and professional skills development - A report of students' perceptions and learning experience in two international campuses.
Blended learning
Cultural diversity
Learning experience
Pharmacy
Remote online learning
Journal
Currents in pharmacy teaching & learning
ISSN: 1877-1300
Titre abrégé: Curr Pharm Teach Learn
Pays: United States
ID NLM: 101560815
Informations de publication
Date de publication:
28 Dec 2023
28 Dec 2023
Historique:
received:
09
07
2023
revised:
18
10
2023
accepted:
18
12
2023
medline:
2
1
2024
pubmed:
2
1
2024
entrez:
29
12
2023
Statut:
aheadofprint
Résumé
Pharmacy students' perception of the effectiveness of remote online learning experienced during the pandemic, and their learning expectations post-pandemic were unknown. The main purpose of this study was to examine students' perceived effectiveness of online teaching and learning activities developed for active learning and pharmacy professional skills development, and the feasibility of online assessments. A cross-sectional online survey involving second-year pharmacy students of Monash Malaysia (MA) and Monash Australia (PA) campuses was conducted. The survey consisted of 15 Likert-scale multiple-choice questions and an open-ended question. Data were analysed statistically. Students at both MA and PA campuses were satisfied with the remote online learning experienced during the pandemic but indicated a preference for a blended learning approach. Students at the MA campus felt that on-campus face-to-face classes were more engaging and advantageous for their learning and skills development (P < .05), and on-campus assessments allowed them to engage and perform better (P < .05) compared with students at the PA campus who felt neutral or disagreed. Both student cohorts were happy with some of the lectures being conducted online synchronously or asynchronously. Differences in cultures, and learning behaviour and preference may influence learners' perceptions and expectations of online learning. This study suggests that blended learning involving both online and face-to-face interactive activities may promote engagement, satisfaction, and outcomes of culturally diverse learner populations post-pandemic.
Sections du résumé
BACKGROUND AND PURPOSE
OBJECTIVE
Pharmacy students' perception of the effectiveness of remote online learning experienced during the pandemic, and their learning expectations post-pandemic were unknown. The main purpose of this study was to examine students' perceived effectiveness of online teaching and learning activities developed for active learning and pharmacy professional skills development, and the feasibility of online assessments.
EDUCATIONAL ACTIVITY AND SETTING
METHODS
A cross-sectional online survey involving second-year pharmacy students of Monash Malaysia (MA) and Monash Australia (PA) campuses was conducted. The survey consisted of 15 Likert-scale multiple-choice questions and an open-ended question. Data were analysed statistically.
FINDINGS
RESULTS
Students at both MA and PA campuses were satisfied with the remote online learning experienced during the pandemic but indicated a preference for a blended learning approach. Students at the MA campus felt that on-campus face-to-face classes were more engaging and advantageous for their learning and skills development (P < .05), and on-campus assessments allowed them to engage and perform better (P < .05) compared with students at the PA campus who felt neutral or disagreed. Both student cohorts were happy with some of the lectures being conducted online synchronously or asynchronously.
SUMMARY
CONCLUSIONS
Differences in cultures, and learning behaviour and preference may influence learners' perceptions and expectations of online learning. This study suggests that blended learning involving both online and face-to-face interactive activities may promote engagement, satisfaction, and outcomes of culturally diverse learner populations post-pandemic.
Identifiants
pubmed: 38158334
pii: S1877-1297(23)00321-0
doi: 10.1016/j.cptl.2023.12.017
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
Copyright © 2023. Published by Elsevier Inc.
Déclaration de conflit d'intérêts
Declaration of Competing Interest The authors have no relevant conflicts of interest to disclose.