An Introductory Review Module For an Anti-Infectives Therapeutics Course

Leonard, Steven N.; Murphy, K. Marcia; Zaeem, Maryam; DiVall, Margarita V.

doi:10.5688/ajpe767135

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…This teaching strategy has been well received by students, with increased student preparation for in-class discussion and improved test performance. [5][6][7][8][9][10] Screencasting is a type of e-lecture that incorporates digital recording of computer screen actions with dubbed audio narration. For example, an instructor can record voice-over narration for Powerpoint slides to create an e-lecture that can be posted in a video format for students to view.…”

Section: Introductionmentioning

confidence: 99%

Advanced Screencasting With Embedded Assessments in Pathophysiology and Therapeutics Course Modules

Woodruff

Jensen

Loeffler

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To implement and assess the effectiveness of a hybrid learning model using advanced screencasting with embedded assessments in pathophysiology and therapeutics modules. Design. Two pathophysiology and therapeutics course modules on viral hepatitis and the clinical pharmacokinetics of aminoglycosides were chosen for study. The preclass portion of the hybrid model involved student completion of interactive e-lectures that were created with the use of advanced screencasting and included embedded assessments. Students viewed the e-lectures and completed the assessment questions prior to in-class lecture. Assessment. Preimplementation and postimplementation test scores were compared and student survey data were analyzed. Test scores improved significantly and students' perceptions of the learning method were favorable. Test scores improved most significantly on higher-level Bloom's taxonomy questions. Conclusion. A hybrid model that used advanced screencasting with embedded assessments offered a novel method to afford students active-learning opportunities to progress to higher cognitive domains of learning.

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Section: Introductionmentioning

confidence: 99%

Advanced Screencasting With Embedded Assessments in Pathophysiology and Therapeutics Course Modules

Woodruff

Jensen

Loeffler

et al. 2014

American Journal of Pharmaceutical Education

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show abstract

“…In conjunction with the result of the research, previous pre-class assignment researches that involved long term implementation (He, 2016;Stang et al, 2016;Kung, 2016;Kuo, 2016;Miller et al, 2018) and short term implementation (Leonard et al, 2012;Azizifar et al, 2015;Haque, 2010;Gouia and Gunn, 2016) of pre-class assignment on learners with no prior exposure to pre-class assignment all showed a positive result. Hence, the pre-class assignment is strongly proven to have no relation with whether the learners have prior exposure to pre-class assignments or not.…”

Section: Discussion and Recommendationsmentioning

confidence: 51%

The Effect of Pre-Class Assignment in Enhancing the Chinese National-Type School Pupils in Mastery Chinese Language

Ling¹,

Chew²

2021

ABC j. adv. res.

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The KSSR curriculum system introduced by Malaysia's ministry of education is demanding teachers to build pupils who will have the ability to carry out the learning process independently. To build pupils with the ability to learn independently, the pre-class assignment is an implementation needed to give the learning autonomy back to pupils. However, some of the teachers do not like students to do any pre-class assignment because they are afraid that students who have already obtained a certain level of understanding towards the learning materials would feel boring and show the signs of being not interested to listen during the in-class learning process. Thus, this study aims to study the effect of pre-class assignments in enhancing the Chinese language reading comprehension mastery level of pupils from Chinese national-type schools in order to convince more educators to start practicing the use of pre-class assignments. A group of 260 pupils from eight different schools in Kuala Lumpur was involved in this study. A quantitative approach was used in this study and tests were developed and used in this study. The result of this study showed that the implementation of pre-class assignments was effective in helping pupils to master Chinese language reading comprehension. The finding of this research showed that the pupils' performance in Chinese language reading comprehension was not affected by the language used at home and prior exposure of pupils towards pre-class assignments.

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“…Some negative student attitudes have been reported towards the online component of hybrid coursework, due to students' perceived extra time demands by instructors (Leonard et al, 2012). In the authors' study where online activities were deemed as not helpful in the feedback, the reason was not given.…”

Section: Student Engagementmentioning

confidence: 88%

“…Several studies report utility with blended or hybrid learning, and positive impact on student learning (Novak et al, 1999;Zapantis et al, 2008;Congdon et al, 2009;Crouch, 2009;Leonard et al, 2012). Crouch's work (2009) revealed that blended learning was instrumental in improving student preparation prior to attending class and long term knowledge retention.…”

Section: Student Engagementmentioning

confidence: 99%

Multi-inquiry hybrid e-learning: Instructor-learner experiences

2022

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Background: Hybrid teaching methodologies involve the purposeful combination of traditional teaching with technology advances. Despite some challenges, they have gained popularity recently, especially during the coronavirus pandemic. This study evaluated hybrid e-learning with multiple inquiries involving students’ receptiveness, preferences, behaviours and instructor observations. Method: The methodology involved a mixed-method approach with a qualitative observational case study, surveys and interviews for problem-based learning alternatives to traditional lectures. Instruction included: 1) Assigned primary literature reading with study questions to be completed before class; 2) Out-of-class online video-clips with visual, practical application (i.e. lithium and non-lithium induced tremor assessment) and online discussion in CANVAS Learning Management System; 3) Start-of-class quiz in ExamSoft, in-class team-based application questions with instructor-led discussion; 4) Out-of-class team final exam review assignment in CANVAS. Results: Qualitative themes were student engagement, flexibility, preferences, academic and non-academic stressors, etiquette, and defining responsibility for academic success. The majority of students preferred primary literature review, video clips, followed by online CANVAS discussions. Written assignments were the least desirable. Conclusion: These experiences are useful for qualitative evaluation of teaching and learning methods.

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An Introductory Review Module For an Anti-Infectives Therapeutics Course

Cited by 9 publications

References 10 publications

Advanced Screencasting With Embedded Assessments in Pathophysiology and Therapeutics Course Modules

Advanced Screencasting With Embedded Assessments in Pathophysiology and Therapeutics Course Modules

The Effect of Pre-Class Assignment in Enhancing the Chinese National-Type School Pupils in Mastery Chinese Language

Multi-inquiry hybrid e-learning: Instructor-learner experiences

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