SHORT REPORT: Finding an effective way to create learning environments for didactic courses in a virtual classroom setting

Authors

DOI:

https://doi.org/10.46542/pe.2021.211.621625

Keywords:

COVID-19, Didactic teaching, Interactive session , Virtual classroom, Zoom Webinar

Abstract

Background: The COVID-19 pandemic forced college administrators to do virtual classes using Zoom webinars during the autumn of 2021. The study objective is to examine the relative efficacy of interactive vs non-interactive Zoom webinars in virtual classrooms during the COVID-19 era.

Methods: These two modes of live Zoom webinars were used for Year 1 Pharmacy students. Two surveys were conducted among students for general feedback on teaching and their preferred type of virtual learning.

Results: Amongst the 177 students present, 87 (49%) responded to the first survey, of whom 20 (23%) provided their feedback about the Zoom webinar. Amongst these responders, a relatively higher number of students preferred interactive Zoom webinars with student panellists. Also, of the 177 students, 118 (66.7%) students responded to the second survey on the mode of live Zoom webinars. Amongst the respondents, around 88-99 (74-84%) agreed or strongly agreed that a live Zoom webinar with interactive sessions is more effective than non-interactive sessions. Additionally, 73 (62%) of the respondents preferred five to ten students in the panel. Furthermore, the survey analysis suggested that the effectiveness of interactive sessions is the same irrespective of the instructors.

Conclusion: The results concluded that the interactive live Zoom webinar with 5-10 student panellists is effective in creating a learning environment in virtual didactic courses.

Author Biography

Santosh Kumar, University of Tennessee Health Science Center, Memphis, United States

College of Pharmacy

References

Ambroziak, K., Ibrahim, N., Marshall, V. D., & Kelling, S. E. (2018). Virtual simulation to personalize student learning in a required pharmacy course. Curr Pharm Teach Learn, 10(6), 750-756. https://doi.org/10.1016/j.cptl.2018.03.017

Browning, M., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., et al. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PLoS One, 16(1), e0245327. https://doi.org/10.1371/journal.pone.0245327

Camargo, C. P., Tempski, P. Z., Busnardo, F. F., Martins, M. A., & Gemperli, R. (2020). Online learning and COVID-19: a meta-synthesis analysis. Clinics (Sao Paulo), 75, e2286. https://doi.org/10.6061/clinics/2020/e2286

Hopper, M. K., & Brake, D. A. (2018). Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula. Adv Physiol Educ, 42(4), 685-692. https://doi.org/10.1152/advan.00149.2018

Kumar, S., Kodidela, S., Kumar, A., Gerth, K., & Zhi, K. (2020). Intervention and Improved Well-Being of Basic Science Researchers During the COVID 19 Era: A Case Study. Front Psychol, 11, 574712. https://doi.org/10.3389/fpsyg.2020.574712

Lampkin, S. J., Collins, C., Danison, R., & Lewis, M. (2015). Active learning through a debate series in a first-year pharmacy self-care course. Am J Pharm Educ, 79(2), 25. https://doi.org/10.5688/ajpe79225

Love, D. W., Heller, L. E., & Parker, P. F. (1982). The use of student evaluations in examining clinical teaching in pharmacy. Drug Intell Clin Pharm, 16(10), 759-764. https://doi.org/10.1177/106002808201601010

Pitts, V. (October 23, 2020). Teaching into the Abyss: Addressing Students’ Camera Usage (or Lack Thereof!) in Zoom. Available at: https://otl.du.edu/teaching-into-the-abyss-addressing-students-camera-usage-or-lack-thereof-in-zoom/

Warner, J. (August 19, 2020). Student Zoom Expectations: Camera On, Please!, Available at: https://blog.smu.edu/itconnect/2020/08/19/student-zoom-expectations-camera-on/

Wilson, J. A., Pegram, A. H., Battise, D. M., & Robinson, A. M. (2017). Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements. Curr Pharm Teach Learn, 9(6), 1151-1159. https://doi.org/10.1016/j.cptl.2017.07.028

Wilson, J. A., Waghel, R. C., & Dinkins, M. M. (2019). Flipped classroom versus a didactic method with active learning in a modified team-based learning self-care pharmacotherapy course. Curr Pharm Teach Learn, 11(12), 1287-1295. https://doi.org/10.1016/j.cptl.2019.09.017

Woods, T. M., Acosta, W. R., Chung, E. P., Cox, A. G., Garcia, G. A., Klucken, J. R., et al. (2016). Academic Freedom Should Be Redefined: Point and Counterpoint. Am J Pharm Educ, 80(9), 146. https://doi.org/10.5688/ajpe809146

Published

09/11/2021

Issue

Section

Short Report