Objectives:Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program.Materials and Methods:In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done.Results:Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach’s alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1–8.9) at the risk of providing neutral or negative feedback than high achievers (P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3–11.8) at the risk of becoming low or middle achievers during the end of semester examination (P = 0.013). The multivariate analysis of “Agree” or “Disagree” and “Agree” or “Strongly Agree” was statistically significant.Conclusion:This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method.

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Background: Problem based learning (PBL) is both a constructivist pedagogic philosophy and an instructional format for promoting contextual, cooperative and self-directed learning; it is traditionally conducted as face-to-face tutorials. This study explored the utility of the live online chat application Google Hangouts, which we refer to as LOVE-PBL, for running synchronous PBL tutorials that included participants in different locations. Method: Data were collected from student participants using a mixed-methods approach, comprising a self-administered questionnaire and focus groups. We evaluated student participants' perceptions of their learning experience and the effectiveness of online PBL via Google Hangouts. Results: More than 70% of participants agreed that learning outcomes were met using the Google Hangouts platform, and 50% felt that the ability to record the sessions was useful for learning and reflection. The major factors for effective online PBL were reliable internet connectivity, a conducive environment, and technical familiarity with the chat application and its functionality. Conclusion: Although online discussions do not fully equate to face-to-face conversations with regard to utility and enjoyment, learning outcomes are not compromised. Online chat applications thus extend the utility of PBL, and their use adds to the accessibility, flexibility and convenience that learners expect of higher education in a digital age.

Abstract-Smart Mobile Devices (SMD) are there for many years but using them as learning tools started to emerge as new research area. The trend to merge collaborative learning methodology by using mobile devices in informal context is important for implementation of Learner Centric Learning (LCL). Survey and numerous studies show that more than 95% of students in colleges are users of these smart mobile devices in developed world. Developing counties are also catching up and we can see this percentage is almost same in university level in these countries. Students are us-

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