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

Benino, D., Girardi, A. and Czarniak, P. (2011) Incorporating online teaching in an introductory pharmaceutical practice course: A study of student perceptions within an Australian University. Pharmacy Practice, 9 (4). pp. 252-258.

Abstract

Objectives: 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 andlearning, 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.

Item Type:	Journal Article
Murdoch Affiliation(s):	Murdoch Business School
Publisher:	Centro de Investigaciones y Publicaciones Farmaceuticas
Copyright:	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
URI:	http://researchrepository.murdoch.edu.au/id/eprint/6475

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