Technology-enhanced constructivist learning environment for pharmacy students
DOI:
https://doi.org/10.46542/pe.2022.221.778787Keywords:
Constructivism, Digital technology, Online learning environment, Pharmacy studentAbstract
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.
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
