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.

Objective: To explore pharmacy students' experiences, barriers, and needs of first-year pharmacy students flipped classroom (FC) learning. Method: A qualitative study with focus groups was performed. Three focus group sessions with seventeen first-year pharmacy students were conducted. All sessions were audio-recorded, transcribed, and analysed for themes using an inductive thematic analysis approach. Results: Students, in general, found FC to be useful for learning and using a range of self-regulated learning strategies in the FC environment. Barriers identified were primarily to i-lectures and potentially hindered motivation and acceptance to pre-classroom preparation. Conclusions: There are students' reservations toward flipped classrooms attributed to individual motivation and barriers encountered. Students transitioning to flipped classroom approach require easy-to-learn and use pre-class learning materials tailored to students' level and preferences.