Effects of Blended Learning on Pharmacy Student Learning Satisfaction and Learning Platform Preferences in a Team-based Learning Pharmacy Experiential Course: A Pilot Study
Korean Journal of Clinical Pharmacy
; : 202-209, 2023.
Article
de En
| WPRIM
| ID: wpr-1041526
Bibliothèque responsable:
WPRO
ABSTRACT
Background@#With the emergent transition of online learning during the COVID-19 pandemic, the need for online/offline blended learning that can effectively be utilized in a team-based learning (TBL) course has emerged. @*Methods@#We used the online metaverse platforms, Gather and Zoom, along with face-to-face teaching methods in a team-based Introductory Pharmacy Practice Experience (IPPE) course and examined students’ learning satisfaction and achievement, as well as their preferences to the learning platforms. A survey questionnaire was distributed to the students after the IPPE course completion. All data were analyzed using Excel and SPSS. @*Results@# Students had high levels of course satisfaction (4.61±0.57 out of 5) and achievement of course learning objectives (4.49±0.70 out of 5), and these were positively correlated with self-directed learning ability. While students believed that the face-toface platform was the most effective method for many of the class activities, they responded that Gather was the most effective platform for team presentations. The majority of students (64.3%) indicated that blended learning was the most preferred method for a TBL course. @*Conclusion@#Students in a blended TBL IPPE course had high satisfaction and achievements with the use of various online/offline platforms, and indicated that blended learning was the most preferred learning method. In the post-COVID-19 era, it is important to utilize the blended learning approach in a TBL setting that effectively applies online/offline platforms according to the learning contents and activities to maximize students’ learning satisfaction and achievement.
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WPRIM
langue:
En
Texte intégral:
Korean Journal of Clinical Pharmacy
Année:
2023
Type:
Article