Background During their studies, pharmacy students must acquire the specific skills in clinical virology required for their subsequent professional practice. Recent experiments on teaching and learning in higher education have shown that hybrid courses strengthen the students’ commitment to learning and enable high-quality knowledge acquisition. Objective This study concerned the design and deployment of a hybrid course that combines face-to-face and Web-based instruction in clinical virology for fourth-year pharmacy students. The study’s objectives were to (1) measure the students’ level of involvement in the course, (2) gauge their interest in this type of learning, and (3) highlight any associated difficulties. Methods The study included 194 fourth-year pharmacy students from the Lille Faculty of Pharmacy (University of Lille, Lille, France) between January and June 2017. The students followed a hybrid course comprising an online learning module and 5 tutorial sessions in which professional situations were simulated. The learning module and 3 online evaluation sessions were delivered via the Moodle learning management system. Each tutorial session ended with an evaluation. The number of Moodle log-ins, the number of views of learning resources, and the evaluation marks were recorded. The coefficient for the correlation between the marks in the online evaluation and those in the tutorials was calculated. The students’ opinions and level of satisfaction were evaluated via a course questionnaire. Results The course’s learning resources and Web pages were viewed 21,446 and 3413 times, respectively. Of the 194 students, 188 (96.9%) passed the course (ie, marks of at least 10 out of 20). There was a satisfactory correlation between the marks obtained in the online evaluations and those obtained after the tutorials. The course met the students’ expectations in 53.2% of cases, and 57.4% of the students stated that they were able to work at their own pace. Finally, 26.6% of the students stated that they had difficulty organizing their work around this hybrid course. Conclusions Our results showed that pharmacy students were strongly in favor of a hybrid course. The levels of attendance and participation were high. However, teachers must be aware that some students will encounter organizational difficulties.

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In-person sessions of participative design are commonly used in the field of Learning Analytics, but to reach students not always available on-site (e.g. during a pandemic), they have to be adapted to online-only context. Cardbased tools are a common co-design method to collect users' needs, but this tangible format limits data collection and usage. We propose here two steps: first to adapt an existing co-design card deck-based method for an online use, then to leverage the benefits of the digital format to trace data with a research focus to study the dynamics of collaboration. We also assess whether the previously adapted digital tool has the same impacts as the face-to-face original method. Beyond the case described here, this chapter aims at identifying key factors and points of attention identified in adapting a cardbased co-design method into a digital version for designing learning dashboards, and which elements can be traced in order to study collaboration and propose future improvement to the method. This digital adaptation was tested by university students in different contexts (n=177). All groups have successfully designed a dashboard, and using the original evaluation scales, users have evaluated our digital tool as almost as suitable as the original method. Then, we compared the use of the digital adaptation online with this use in face-to-face sessions which were less successful. We conclude by showing how the added traces open new perspectives to understand collaboration through links between speech acts and collaboration profiles or defining adapted dashboard for students.

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