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Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.

Benino D, Girardi A, Czarniak P - Pharm Pract (Granada) (2011)

Bottom Line: Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit.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.

View Article: PubMed Central - PubMed

Affiliation: School of Pharmacy, Curtin University of Technology . Bentley, WA ( Australia ).

ABSTRACT

Objective: 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.

Conclusions: 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.

No MeSH data available.


Perceptions of student satisfaction
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Related In: Results  -  Collection

License
getmorefigures.php?uid=PMC3818742&req=5

Figure 1: Perceptions of student satisfaction

Mentions: Figure 1 isolates Question 11 from the surveywhich asked respondents to what extent they agreed or disagreed with the followingstatement: “Overall, I am satisfied with this unit”.


Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.

Benino D, Girardi A, Czarniak P - Pharm Pract (Granada) (2011)

Perceptions of student satisfaction
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3818742&req=5

Figure 1: Perceptions of student satisfaction
Mentions: Figure 1 isolates Question 11 from the surveywhich asked respondents to what extent they agreed or disagreed with the followingstatement: “Overall, I am satisfied with this unit”.

Bottom Line: Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit.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.

View Article: PubMed Central - PubMed

Affiliation: School of Pharmacy, Curtin University of Technology . Bentley, WA ( Australia ).

ABSTRACT

Objective: 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.

Conclusions: 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.

No MeSH data available.