E-Learning in Pharmacology and Pharmacy

Efferth, Thomas

doi:10.3390/educ1010004

Cited by 8 publications

(9 citation statements)

References 30 publications

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“…It can be performed either as blended learning (where only part of the course is offered online), or as entire courses delivered online. It comprises webinars, lectures/videos on-demand, multi-media components (3D presentations, animations, hypertext, hypermedia); various other online activities [1]. The use of technology transformed course delivery to be partly or fully independent of time and place [1,2].…”

Section: Introductionmentioning

confidence: 99%

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

et al. 2020

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The aim of the paper is to investigate the benefits and drawbacks resulting from the implementation of e-learning in accounting modules among educators. The primary source of data was a questionnaire conducted among 79 accounting lecturers, employed by the leading Polish economic universities. The results of the survey have shown that e-learning is not widely used by accounting academics in Poland. The most important benefits of the e-courses included the enhancement of efficiency and flexibility of the teaching process. The most serious difficulties were an extensive amount of work associated with designing and updating course materials and technical problems. The effectiveness of e-learning techniques in teaching accounting subjects is determined by the easiness of e-learning delivery, more regular learning process, greater development of students’ social competences during e-learning classes and a more effective process of verification of students’ progress, in comparison with traditional classes. Furthermore, the study provides evidence that lecturers, who decided to use e-learning, perceive this way of teaching as more efficient, and at the same time more demanding, in comparison to traditional classes. The paper contributes to the understanding of the use of e-learning in accounting education and offers findings that might be useful for both policymakers and practitioners.

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Section: Introductionmentioning

confidence: 99%

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

et al. 2020

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“…Pharmacology is one discipline that has been included in these computer-based learning approaches (Hughes, 2002;Efferth, 2011).…”

Section: Introductionmentioning

confidence: 99%

Implementation of a Virtual Laboratory Practical Class (VLPC) module in pharmacology education

Cheesman¹,

Chen²,

Manchadi³

et al. 2014

Phcog Commn.

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“…35 For instance, the e-learning applications used were virtual laboratory module and Teaching Resource Center Pharmacology database. 38 Apart from that, validation of e-learning on the knowledge and acceptance was also reported and the majority of pharmacy students felt that e-learning is effective as well as a convenient way to be up-to-date with the current pharmacy-related issues. 15,39 A systematic review on the effectiveness of e-learning in pharmacy education conducted using an assessment of perception on benefits of e-learning, relevance of specific learning course, and e-learning functionality was recently reported.…”

Section: E-learning Practice In Pharmacy Educationmentioning

confidence: 99%

Review of e-learning Practice at the Tertiary Education level in Malaysia

Azhari¹,

Ming²

2015

IJPER

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Introduction:The term e-learning can be described as the usage of electronic devices along with or without the help of internet to conduct a learning environment where it can be beneficial for the student. Nowadays e-learning is being integrated in the tertiary education to provide a better learning environment for the student. The review presents the current practice of e-learning at the tertiary education level in Malaysia. Methodology: A database search of PubMed, Science Direct, and Google scholar was conducted using terms such as e-learning, web-based learning, online learning, virtual learning, mobile learning. Results and Discussion: E-learning is not a new trend of teaching and learning method in the Malaysian education system and already been implemented in some of the universities in Malaysia. In this review, perception of lectures and students on e-learning interventionwere described to understand how well e-learning is being accepted in the education system.Besides that, we also mention the barriersand impact of e-learning implementation on students and the institution itself. Implementation of e-learning in health science andpharmacy education had received mixed responses. More studies on e-learning implementation especially on pharmacy education are needed. Conclusion: By understanding the current e-learning practice in Malaysia universities, it will enable continuous improvement on the e-learning programme so that it can be beneficial to all.

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E-Learning in Pharmacology and Pharmacy

Cited by 8 publications

References 30 publications

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

Implementation of a Virtual Laboratory Practical Class (VLPC) module in pharmacology education

Review of e-learning Practice at the Tertiary Education level in Malaysia

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