Impact of Distance Learning Using Videoconferencing Technology on Student Performance

MacLaughlin, Eric J.; Supernaw, Robert B.; Howard, Kellee

doi:10.5688/aj680358

Cited by 63 publications

(56 citation statements)

References 5 publications

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“…MacLaughlin and colleagues evaluated differences in learning outcomes in these third-year pharmacotherapy courses between local and distant students. 3 Learning outcomes were not significantly different for any of these pharmacotherapy courses between the host site (face-toface learning in a classroom setting) and remote sites.…”

Section: Introductionmentioning

confidence: 85%

Achieving Equivalent Academic Performance Between Campuses Using a Distributed Education Model

Fike¹,

McCall²,

Raehl³

et al. 2009

Am J Pharm Educ

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Objectives. To demonstrate that students in competency-based anatomy and pharmaceutical calculations courses performed similarly whether enrolled in the classes through distance education or faceto-face lectures. Methods. Student outcomes data including module examination scores, final course grades, and student demographics data were collected, merged, and analyzed. Results. Mean module examination final scores and final course grades did not significantly differ between students at the lecture site and students at the remote site. Conclusions. The competency-based anatomy and pharmaceutical calculations courses, whether remote or at the lecture site, provided equitable learning opportunities and roughly equivalent learning outcomes for students.

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Section: Introductionmentioning

confidence: 85%

Achieving Equivalent Academic Performance Between Campuses Using a Distributed Education Model

Fike¹,

McCall²,

Raehl³

et al. 2009

Am J Pharm Educ

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“…Of the 127 degree programs with accreditation status from the Accreditation Council of Pharmacy Education, 31 have a branch or distance education campus. 1 While the effectiveness of distance education relative to traditional education in pharmacy colleges and schools is well-established, [2][3][4][5][6] distance education presents unique challenges for students and instructors. In general, student isolation and attrition in distance education is associated with a lack of interaction between instructors, learners, and learning material.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

McLaughlin

Griffin

Esserman

et al. 2013

American Journal of Pharmaceutical Education

329

212

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Objective. To determine whether "flipping" a traditional basic pharmaceutics course delivered synchronously to 2 satellite campuses would improve student academic performance, engagement, and perception. Design. In 2012, the basic pharmaceutics course was flipped and delivered to 22 satellite students on 2 different campuses. Twenty-five condensed, recorded course lectures were placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed 2 course projects, 3 midterm examinations, 8 graded quizzes, and a cumulative and comprehensive final examination. Assessment. Results of a survey administered at the beginning and end of the flipped course in 2012 revealed an increase in students' support for learning content prior to class and using class time for more applied learning (p50.01) and in the belief that learning key foundational content prior to coming to class greatly enhanced in-class learning (p50.001). Significantly more students preferred the flipped classroom format after completing the course (89.5%) than before completing the course (34.6%). Course evaluation responses and final examination performance did not differ significantly for 2011 when the course was taught using a traditional format and the 2012 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement. Conclusion. The flipped pharmacy classroom can enhance the quality of satellite students' experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy.

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“…The Amarillo, Lubbock, and Dallas campuses of Texas Tech School of Pharmacy, which use a synchronous teaching format to deliver the pharmacotherapeutic courses to all sites, found that the performance of students at local and distant sites were similar. 11,12 The studies were carried out during the third year of the pharmacy program, when students were distributed among the 3 campuses after spending the first 2 years in Amarillo. Additionally, equivalent performance of firstyear students in Anatomy and Pharmaceutical Calculations was found at the distant campus in Abilene and the local site in Amarillo during the 2007-2008 academic year.…”

Section: Discussionmentioning

confidence: 99%

A Participation Requirement to Engage Students in a Pharmacokinetics Course Synchronously Taught at a Local and Distant Campus

Mehvar¹

2010

American Journal of Pharmaceutical Education

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Objective. To design, implement, and evaluate a strategy to actively engage doctor of pharmacy (PharmD) students at local and distant sites in a pharmacokinetics course. Design. A Web-based system was designed that allowed second-year pharmacy students to choose whether to participate in a instructor-led class discussion session by registering prior to or during the first 10 minutes of each class. The instructor then used the program to randomly select students to respond to questions based on the assigned reading. Five percent of the overall course grade was based on class participation. Assessment. For each class session, an average of 85% of students at both the local and distant campuses registered for participation in class discussion and approximately 5% were called on to respond to questions. Student responses to course survey questions regarding the participation strategy were overwhelmingly positive, with 75%-90% agreeing that the strategy more actively engaged them in classroom activities, resulting in improved learning. Student performance in all assessment categories was almost identical at the local and distant sites. Conclusions. Implementation of a participation strategy in a large course synchronously taught on 2 campuses is feasible and results in successful engagement of most students at both sites.

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Impact of Distance Learning Using Videoconferencing Technology on Student Performance

Cited by 63 publications

References 5 publications

Achieving Equivalent Academic Performance Between Campuses Using a Distributed Education Model

Achieving Equivalent Academic Performance Between Campuses Using a Distributed Education Model

Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

A Participation Requirement to Engage Students in a Pharmacokinetics Course Synchronously Taught at a Local and Distant Campus

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