Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.
To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. Methods: The University uses a standard instrument to collect feedbac...
| Main Authors: | , , |
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| Format: | Journal Article |
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Centro de Investigaciones y Publicaciones Farmaceuticas
2011
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| Subjects: | |
| Online Access: | http://www.pharmacypractice.org/vol09/04/252-259.htm http://hdl.handle.net/20.500.11937/4824 |
| Summary: | To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. Methods: The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Results: Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusion: This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically. |
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