RESEARCH ARTICLE: Multi-inquiry hybrid e-learning: Instructor-learner experiences
DOI:
https://doi.org/10.46542/pe.2022.221.5462Keywords:
Hybrid e-learning, Professionalism, Qualitative assessment, Teaching-learning methodAbstract
Background: Hybrid teaching methodologies involve the purposeful combination of traditional teaching with technology advances. Despite some challenges, they have gained popularity recently, especially during the coronavirus pandemic. This study evaluated hybrid e-learning with multiple inquiries involving students’ receptiveness, preferences, behaviours and instructor observations.
Method: The methodology involved a mixed-method approach with a qualitative observational case study, surveys and interviews for problem-based learning alternatives to traditional lectures. Instruction included: 1) Assigned primary literature reading with study questions to be completed before class; 2) Out-of-class online video-clips with visual, practical application (i.e. lithium and non-lithium induced tremor assessment) and online discussion in CANVAS Learning Management System; 3) Start-of-class quiz in ExamSoft, in-class team-based application questions with instructor-led discussion; 4) Out-of-class team final exam review assignment in CANVAS.
Results: Qualitative themes were student engagement, flexibility, preferences, academic and non-academic stressors, etiquette, and defining responsibility for academic success. The majority of students preferred primary literature review, video clips, followed by online CANVAS discussions. Written assignments were the least desirable.
Conclusion: These experiences are useful for qualitative evaluation of teaching and learning methods.
References
Brookfield, S.D. (2017). Becoming a critically reflective teacher. John Wiley & Sons
Cain, J., & Fox, B.I. (2009). Web 2.0 and pharmacy education. American Journal of Pharmacy Education, 73(7), Article 120
Chang, B.J. (2016). Problem-based learning in medical school: A student’s perspective. Annals of Medicine and Surgery, 12, 88-89
Chick, N. (2020). Learning styles| Center for Teaching| Vanderbilt University (online). Available from: https://cft.vanderbilt.edu/guides-sub-pages/learning-styles-pre
Childs, S., Blenkinsopp, E., Hall, A., & Walton, G. (2005). Effective e-learning for health professionals and students barriers and their solutions. A systematic review of the literature-findings from the HeXL project. Health Information and Libraries Journal, 22, 20-32. https://doi.org/10.1111/j.1470-3327.2005.00614.x
Collis, B. (2003). Course redesign for blended learning: Modern optics for technical professionals. International Journal of Continuing Engineering Education and Lifelong Learning, 13, 22-38
Congdon, H.B., Nutter, D.A., Charneski, L., & Butko, P. (2009). Impact of hybrid delivery of Education on student academic performance and the student experience. American Journal of Pharmacy Education, 73(7), Article 121
Crouch, M.A. (2009). An advanced cardiovascular pharmacotherapy course blending online and face-to-face instruction. American Journal of Pharmacy Education. 73(3), Article 51
Driesen, A., Verbeke, K., Simoens, S., & Laekeman, G. (2007). International trends in lifelong learning for pharmacists. American Journal of Pharmacy Education. 71(3), Article 52
Falcione, B.A., Joyner, P.U., Blouin, R.A., Mumper, R.J., Burcher, K., & Unterwagner, W. (2011). New directions in pharmacy education. Journal of American Pharmacy Association. 51(6), 678-679
Gray, S. (2012). The National Equity Project. 5 ways to create a culturally responsive classroom (online). Available from: https://blog.nationalequityproject.org/2012/08/22/5-ways-to-create-a-culturally-responsive-classroom/
Graham, C.R. (2009). Blended learning models. In Encyclopedia of Information Science and Technology (Second Edition ed., pp. 375–382): IGI Global
Graham, C.R., Henrie, C.R., & Gibbons, A.S. (2014). Developing models and theory for blended learning research. Blended Learning: Research Perspectives, 2, 13–33
Hrastinski, S. (2019). What do we mean by Blended Learning?. TechTrends, 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5
Ilgu, A.K, & Jahren, C.T. (2018). Faculty perspectives on benefits and challenges of hybrid learning. ASEE, June, Seattle, WA
Kidd, R.S, & Stamatakis, M.K. (2006). Comparison of students’ performance in and satisfaction with a clinical pharmacokinetics course delivered live and by interactive videoconferencing. American Journal of Pharmacy Education. 70(1), Article 6
Klausner, E.A., Pitchford, K.D., Schmidhammer, J.L., & Phillips, B.R. (2021). Pharmacy, Nursing, and physician assistant studies student self-report and perceptions regarding classroom etiquette. Pharmacy Education 21(1), 194-202
Leonard, S.N., Murphy, K., Zaeem, M., & DiVall, M.V. (2012). An Introductory Review Module for an Anti-Infectives Therapeutics Course. American Journal of Pharmacy Education. 76(7), Article 135
Litshani, N. F. (2017). Positioning and realigning the role of the teacher for classroom practice. In M. D. Magano, S. J. Mohapi, & D. Robinson (Eds), Realigning teacher training in the 21st century. Andover, United Kingdom: Cengage Learning EMEA
Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2016). The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. Journal of medical Internet research, 18(1), https://doi.org/10.2196/jmir.4807
Malone, P.M., Glynn, G.E., & Stohs, S.J. (2004). The development and structure of a web-based entry-level doctor of pharmacy pathway at Creighton University Medical Center. American Journal of Pharmacy Education. 68(2), Article 46
Malterud, K. (2001). Qualitative research: Standards, challenges and guidelines. The Lancet. 358, 483-488
McInerney, M.J., & Fink, L.D. (2003). Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology course. Microbiology Education. 4, 3-12
McNamee, R. (2019). I mentored Mark Zuckerberg. I loved Facebook. But I can’t stay silent about what’s happening. Time, 193(3). Available from: https://time.com/magazine/us/5505429/january-28th-2019-vol-193-no-3-u-s/
Means, B., Toyama, Y., Murphy, R., Bakia, M. & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington DC: US Department of Education, Office of Planning, Evaluation, and Policy Development
Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass
Monaghan, M.S., Cain, J.J., Malone, P.M.. (2011). Educational technology use among US colleges and schools of pharmacy. American Journal of Pharmacy Education, 75(5), Article 87
Novak, G.M., Patterson, E.T., Gavrin, A.D., & Christian, W. (1999). Just-In-Time Teaching: Blending Active Learning with Web Technology. New York, NY: Prentice Hall
Ofstad, W., & Brunner, L.J. (2013). Team-based learning in pharmacy education. American Journal of Pharmacy Education. 77(4), Article 70
Ravitch, S.M. & Carl, N.M. (2016). Qualitative research: Bridging the conceptual, theoretical and methodological. Thousand Oaks, CA: Sage Publications
Reed, L. (2016). Digital distraction is on the rise (online). ScienceDaily. Available from: www.sciencedaily.com/releases/2016/01/160115140535.html
Robey-Graham, V.A. (2008). Teaching multi-generational students: A case study of community college classrooms. Arizona State University, Arizona, United States
Rogers, E.M. (1983). Diffusion of Innovations. New York: Macmillan Publishing
Salter, S.M., Karia, A., Sanfilippo, F.M., & Clifford, R. (2014). Effectiveness of E-Learning in Pharmacy Education. American Journal of Pharmacy Education, 78(4), Article 83
Shatto, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24–28
Swanzen, R. (2018). Facing the generational chasm: The parenting and teaching of generations Y and Z. International Journal of Child, Youth and Family Studies, 9(2), 125–150
Watson, J. (2008). Blended learning: The convergence of online and face-to-face education. Promising Practices in Online Learning. North American Council for Online Learning
Wade, W.E., Cobb, H.H., Spruill, W.J., & Chisholm, M.A. (1999). Assessment of student performance in an advanced pharmacokinetics course taught by three methods of instructional delivery. American Journal of Pharmacy Education. 63, 82-5
Weaver, S.B., Oji, V.U., Etienne, E., Stolpe, S.F. & Maneno, M.K. (2013). Hybrid e-learning approach to health policy. Currents in Pharmacy Teaching and Learning. https://doi.org/10.1016/j.cptl.2013.11.013
Zapantis, A., Machado, C., Nemire, R., & Leung, S. (2008). An elective course in adult acute care medicine using a hybrid delivery system. American Journal of Pharmacy Education. 72(5), Article 105
Downloads
Published
Versions
- 08-01-2022 (2)
- 08-01-2022 (1)
