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RESEARCH ARTICLE: Multi-inquiry hybrid e-learning: Instructor-learner experiences

Authors

  • Valerie Oji New York Institute of Technology College of Osteopathic Medicine, Jonesboro, Arkansas, United States
  • Katherine Dillion Harding University, Searcy, Arkansas, United States
  • Salome Weaver Howard University College of Pharmacy, Washington DC, United States https://orcid.org/0000-0003-0935-7957

DOI:

https://doi.org/10.46542/pe.2022.221.5462

Keywords:

Hybrid e-learning, Professionalism, Qualitative assessment, Teaching-learning method

Abstract

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.

Author Biographies

Valerie Oji, New York Institute of Technology College of Osteopathic Medicine, Jonesboro, Arkansas, United States

Department of Clinical Medicine

Katherine Dillion, Harding University, Searcy, Arkansas, United States

Professor and Director, Center for Teaching and Learning (CTL)

Salome Weaver, Howard University College of Pharmacy, Washington DC, United States

Associate Professor of Clinical Pharmacy, Department of Clinical and Administrative Pharmacy Sciences

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2022-01-08

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How to Cite

Oji, V., Dillion, K., & Weaver, S. (2022). RESEARCH ARTICLE: Multi-inquiry hybrid e-learning: Instructor-learner experiences. Pharmacy Education, 22(1), p. 54–62. https://doi.org/10.46542/pe.2022.221.5462

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Research Article