Student Engagement in Pharmacology Courses Using Online Learning Tools

Abstract

Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for thirdyear pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p,0.001). Conclusion. The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.

Self‐Directed Digital Learning: When Do Dental Students Study?

“…[20][21][22] In contrast to Karaksha et al's findings, 22 we found that a significantly larger proportion of students accessed the modules during scheduled times in the Level 1 course than in any of the courses that followed. For each of the four courses, we found a statistically significant difference in frequency of access to the modules in relation to proximity to course evaluations, with students tending to use the modules more frequently as they approached the That study also found that, similar to self-directed courses, self-reported and observed access frequency to electronic resources peaked from 7 to 11 pm and in the days immediately preceding a course evaluation.…”

“…In those three studies, more complete utilization (e.g., time and duration of use of modules) data were not objectively recorded-only time of access. [20][21][22] In contrast to Karaksha et al's findings, 22 we found that a significantly larger proportion of students accessed the modules during scheduled times in the Level 1 course than in any of the courses that followed. In the first course, more than half of the participating students accessed the modules at least once during the designated scheduled times.…”

“…18,19 Other studies on the use of web-based learning resources in a traditional (not self-directed) course format were not extensive, and much of their data came from survey analysis. [20][21][22] In Karaksha et al's study, students in traditional pharmacy programs did not use electronic learning resources unless being "marketed" to them, and they found the resources to be no more helpful than instructor-guided learning. 22…”

Technology Enhanced Learning in Undergraduate Pharmacology through Online Quizzes: A Pedagogical Approach and Medical Students’ Perspective

“…It has also been found to be contributory to key learning outcomes by enhancing student exam performance 2 . Furthermore, online teaching and learning resources are effective in increasing student engagement with proper motivation and reminder 3 . Online quizzing is an active pedagogical technique as it enables faculty to reflect about the effectiveness of various teaching and assessment practices on student engagement, performance and perception 4 .…”

Preliminary Study on the Pharmacology Practical Teaching Reform in Pharmacy in Higher Vocational Colleges

“…This is closely associated with the verification and research content; there is a disconnection between the training content and the requirements of pharmaceutical jobs for vocational education graduates. Several new teaching methods were tried in this area, such as simulative drugstore, cases based learning and online teaching (Gang & Li, 2012;Gupta, Arora, & Kaushal, 2014;Karaksha, Grant, Anoopkumar, Nirthanan, & Davey, 2013). Therefore, this paper through the exploration of pharmacology teaching methods reform, changes the traditional mode that is centered as the validation of drug pharmacological activity to the new teaching mode as the center of clinical medication and pharmacy services.…”