Technology-enhanced constructivist learning environment for pharmacy students

Authors

  • Olga V. Afanasenko Bogomolets National Medical University, Ukraine
  • Iryna V. Nizhenkovska Bogomolets National Medical University, Ukraine
  • Oksana I. Holovchenko Bogomolets National Medical University, Ukraine
  • Olga O. Glushachenko Bogomolets National Medical University, Ukraine

DOI:

https://doi.org/10.46542/pe.2022.221.778787

Keywords:

Constructivism, Digital technology, Online learning environment, Pharmacy student

Abstract

Objective: This article focuses on constructive learning theory and demonstrates how digital technologies can develop cognitive and metacognitive abilities in pharmacy students.   

Method: The mixed methodology was used to analyse pharmacy educators’ (n=10) and students’ (n=26) perceptions of the efficiency of online digital resources for the creation of a constructivist learning environment. The authors adapted Constructivist Multimedia Learning Environment Survey by adding the rubric for self-reflective skills and teachers’ support assessment. The qualitative data was collected by interviewing teachers and through self-reflective open discussions. After the session of webinars and self-paced MOOC on the constructivism approach, teachers transformed video lectures into interactive video lessons, conventional theoretic-oriented tasks into web cases and web quests.   

Result: Comparing the results of the initial students’ evaluation of traditional learning materials and the updated ones, there were positive dynamics in all six domains (average item mean): learning to communicate (5.4 points), learning to investigate (7.8 points), learning to think (4.2 points), relevance (8.6 points), challenges (0.9 points), ease of use (1.2 points), and quality of support (7.2 points).   

Conclusion: Experts observed teaching activities for critical thinking and inquiry skills development, personalised communication, and integration of digital technologies. The results of the study indicated that there were positive transformations toward the constructivist learning environment.

Author Biographies

Olga V. Afanasenko, Bogomolets National Medical University, Ukraine

Department of Medicinal Chemistry and Toxicology

Iryna V. Nizhenkovska , Bogomolets National Medical University, Ukraine

Department of Medicinal Chemistry and Toxicology

Oksana I. Holovchenko , Bogomolets National Medical University, Ukraine

Department of Medicinal Chemistry and Toxicology

Olga O. Glushachenko , Bogomolets National Medical University, Ukraine

Department of Medicinal Chemistry and Toxicology

References

Alt, D. (2014). The Construction and Validation of a New Scale for Measuring Features of Constructivist Learning Environments in Higher Education. Frontline Learning Research, 2(3), 1-27. https://doi.org/10.14786/flr.v2i2.68

Begley, K.J., Monaghan, M.S., Clavier, C.W., Lugo, R.A., & Crouch, M.A. (2015). Technology in the Pharmacy Learning Environment: Surveys of Use and Misuse. Innovations in pharmacy, 6(1), 186. https://doi.org/10.24926/iip.v6i1.368

Creswell, J. (2009). Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles: Sage

Doolittle, P. E., & Hicks, D. (2003). Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies. Theory and Research in Social Education, 31(1), 72-104. https://doi.org/10.1080/00933104.2003.10473216

Coyne, L., Merritt, T.A., Parmentier, B.L., Sharpton, R.A., & Takemoto, J.K. (2019). The Past, Present, and Future of Virtual Reality in Pharmacy Education. American Journal of Pharmaceutical Education, 83(3), 7456. https://doi.org/10.5688/ajpe7456

Ezeala, C., Ram, A., & Vulakouvaki, N.(2013). Learning gain of pharmacy students after introducing guided inquiry learning with computer simulation in a pharmacology class in Fiji. Journal of Educational Evaluation for Health Professions, 10 (9). http://dx.doi.org/10.3352/jeehp.2013.10.9

Fox, R. (2001). Constructivism examined. Oxford review of education, 27(1), 23-35. https://doi.org/10.1080/03054980125310

Grindrod, K., Morris, K., & Killeen, R. (2020). Assessing Performance and Engagement on a Computer-Based Education Platform for Pharmacy Practice. Pharmacy, 8(1), 26. https://doi.org/10.3390/pharmacy8010026

Jha, A. (2017). ICT Pedagogy in Higher Education: A Constructivist Approach. Journal of Training and Development, 3, 64–70. https://doi.org/10.3126/jtd.v3i0.18232

Kang, L.O., Brian, S., Ricca, B. (2010). Constructivism in pharmacy school. Currents in Pharmacy Teaching and Learning, 2, 126-130. https://doi.org/10.1016/j.cptl.2010.01.005

Koster, A.S., & Vermunt, J.D. (2020). Longitudinal Changes of Deep and Surface Learning in a Constructivist Pharmacy Curriculum. Pharmacy, 8(4), 200. https://doi.org/10.3390/pharmacy8040200

Leshchenko, M.,Lavrysh, Y. & Kononets, N. (2021). Framework for assessment the quality of digital learning resources for personalized learning intensification. New Educational Review, 64, 148-159. http://dx.doi.org/10.15804/tner.2021.64.2.12

Lonie, J.M., & Desai, K.R. (2015). Using transformative learning theory to develop metacognitive and self-reflective skills in pharmacy students: a primer for pharmacy educators. Currents in Pharmacy Teaching and Learning, 7(5), 669–675. https://doi.org/10.1016/j.cptl.2015.06.002

Maor, D., & Fraser, B.J. (2005). An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments. Research in Science Education, 35(2-3), 221–244. https://doi.org/10.1007/S11165-005-2148-3

Mirzaian, E. & Franson, K.L. (2021). Leading a Digital Transformation in Pharmacy Education with a Pandemic as the Accelerant. Pharmacy, 9(1), 19. https://doi.org/10.3390/pharmacy9010019

Pagán, B. (2006). Positive Contributions of Constructivism to Educational Design. Europe's Journal of Psychology. 2 (1). https://doi.org/10.5964/ejop.v2i1.318

Pascoe, M., Monroe, F. & Macfarlane, H. (2018). Taking Constructivism One Step Further: Post Hoc Analysis of a Student-Created Wiki. JMIR Medical Education, 4 (1), e16. https://doi.org/10.2196/mededu.9197

Richardson, C.L, White, S., & Chapman, S. (2020). Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review. BMJ Simulation and Technology Enhanced Learning, 6, 332-338. https://doi.org/10.1136/bmjstel-2019-000514

Saienko, N. Lavrysh, Y. Lukianenko, V. (2020). The Impact of Educational Technologies on University Teachers’ Self-efficacy. International Journal of Learning, Teaching and Educational Research, 19(6), 323-336. https://doi.org/10.26803/ijlter.19.6.19

Sample size calculator. Available at: https://www.calculator.net/sample-size-calculator.html

Steuber, T.D, Janzen, K.M., Walton, A.M, & Nisly, S.A. (2017). Assessment of Learner Metacognition in a Professional Pharmacy Elective Course. American Journal of Pharmaceutical Education, 81(10), 6034. https://doi.org/10.5688/ajpe6034

Thomas, A., Menon, A., Boruff, J., Rodriguez, A.M., & Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review. Implementation Science, 9, 54. https://doi.org/10.1186/1748-5908-9-54

Training and Development, 3, 64-70. http://dx.doi.org/10.3126/jtd.v3i0.18232

Tsingos, C., Bosnic-Anticevich, S., & Smith L. (2014). Reflective Practice and Its Implications for Pharmacy Education. American Journal of Pharmaceutical Education, 78(1), 18. https://doi.org/10.5688/ajpe78118

Tsingos-Lucas, C., Bosnic-Anticevich, S., Schneider, C.R., & Smith, L. (2016). The effect of reflective activities on reflective thinking ability in an undergraduate pharmacy curriculum. American Journal of Pharmaceutical Education, 80(4), 65. https://doi.org/10.5688/ajpe80465

Varunki, M., Katajavuori, N., & Postareff, L. (2017). First-Year Students’ Approaches to Learning, and Factors Related to Change Or Stability in their Deep Approach during a Pharmacy Course. Studies in Higher Education, 42, 331–353. https://doi.org/10.1080/03075079.2015.1049140

Ventola, C.L. (2019). Virtual Reality in Pharmacy: Opportunities for Clinical, Research, and Educational Applications. Pharmacy and Therapeutics, 44(5), 267-276. https://pubmed.ncbi.nlm.nih.gov/31080335/

Waterfield, J. (2015). Using Bourdieu’s theoretical framework to examine how the pharmacy educator views pharmacy knowledge. American Journal of Pharmaceutical Education, 79(10), 153. https://doi.org/10.5688/ajpe7910153

Downloads

Published

30-08-2022

How to Cite

Afanasenko, O. V., Nizhenkovska , I. V., Holovchenko , O. I., & Glushachenko , O. O. (2022). Technology-enhanced constructivist learning environment for pharmacy students. Pharmacy Education, 22(1), p. 778–787. https://doi.org/10.46542/pe.2022.221.778787

Issue

Section

Research Article