Comparison of pharmacy student survey results: Student perceptions of face-to-face and online lectures during the COVID-19 pandemic
Keywords:COVID-19, Face-to-face, Education, Online, Pharmacy, Student perception
Background: The purpose of this study was to compare the results of student surveys obtained in 2021 and 2022 to assess the changes in student satisfaction levels and perceptions of face-to-face versus online lectures during the pandemic.
Methods: A survey was conducted at Kitasato University in Japan using a questionnaire to help assess the most preferred lecture style for students and their level of satisfaction with online lectures.
Results: In 2021, 81.7% of participants responded that they preferred online lectures. Although most courses returned to a traditional classroom setting in 2022, only 10% of students reported preferring face-to-face lectures, with an increasing number of somewhat dissatisfied participants. However, many students were satisfied with on-demand video lectures for review and hoped that these would continue to be available after the pandemic.
Conclusion: Student expectations of online classes seem to have been met. Students preferred more flexibility and choice in lecture style. In the future, consistent scheduling and lecture styles will be essential factors in student satisfaction and engagement with their studies.
Atwa, H., Shehata, M. H., Al-Ansari, A., Kumar, A., Jaradat, A., Ahmed, J., & Deifalla, A. (2022). Online, Face-to-Face, or Blended Learning? Faculty and Medical Students’ Perceptions During the COVID-19 Pandemic: A Mixed-Method Study. Frontiers in Medicine, 9, 791352. https://doi.org/10.3389/fmed.2022.791352
Brockfeld, T., Müller, B., & De Laffolie, J. (2018). Video versus live lecture courses: a comparative evaluation of lecture types and results. Medical Education Online, 23(1), 1555434. https://doi.org/10.1080/10872981.2018.1555434
Chen, E. I., Kaczmarek, K., & Ohyama, H. (2021). Student perceptions of distance learning strategies during COVID‐19. Journal of Dental Education, 85(S1), 1190–1191. https://doi.org/10.1002/jdd.12339
Cong, L.M. (2020). Successful Factors for Adoption of Synchronous Tools in Online Teaching at Scale. Tertiary Education in a Time of Change: Disruptions, Challenges and Strategies, 39–60. https://doi.org/10.1007/978-981-15-5883-2_4
Dost, S., Hossain, A., Shehab, M., Abdelwahed, A., & Al-Nusair, L. (2020). Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open, 10(11), e042378. https://doi.org/10.1136/bmjopen-2020-042378
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090. https://doi.org/10.1080/10872981.2021.1920090
Hussain, A., Chau, J., Bang, H., Meyer, L., & Islam, M. (2021). Readiness, Reception, and Performance of Students in a Communications Course Delivered Amid the Pandemic. American journal of pharmaceutical education, 85(10), 8617. https://www.ajpe.org/content/85/10/8617
Ministry of Education, Culture, Sports, Science and Technology. (2021). Conducting Classes at Universities and Other Institutions and Countermeasures against New Coronavirus Infections at universities. Retrieved February 20, 2023, from https://www.mext.go.jp/content/20210305-mxt_kouhou01-000004520-02.pdf
Ministry of Education, Culture, Sports, Science and Technology. (2022). Implementation of Learner-Oriented Classes at Universities and Other Institutions in the Academic Year 2022 and Notes on the Thoroughness of Countermeasures against New Coronavirus Infections. Retrieved February 2020, 2023, from https://www.mext.go.jp/content/20220318-mxt_kouhou01-000004520_01.pdf
Ministry of Internal Affairs and Communications. (2022). Basic Survey on the Information and Communications Industry. Retrieved February 2020, 2023, from https://www.soumu.go.jp/main_content/000815653.pdf
Naciri, A., Radid, M., Kharbach, A., & Chemsi, G. (2021). E-learning in health professions education during the COVID-19 pandemic: a systematic review. Journal of Educational Evaluation for Health Professions, 18, 27. https://doi.org/10.3352/jeehp.2021.18.27
Paul, J., & Jefferson, F. (2019). A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016. Frontiers in Computer Science, 1, 7. https://doi.org/10.3389/fcomp.2019.00007
Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online, 24(1), 1666538. https://doi.org/10.1080/10872981.2019.1666538
Pires, C. (2022). Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review. Pharmacy (Basel, Switzerland), 10(1), 31. https://doi.org/10.3390/pharmacy10010031
Porter, A. L., Pitterle, M. E., & Hayney, M. S. (2014). Comparison of Online Versus Classroom Delivery of an Immunization Elective Course. American Journal of Pharmaceutical Education, 78(5), 96. https://doi.org/10.5688/ajpe78596
Prime Minister’s Office of Japan. (2020a). Declaration of a state of emergency (in Japanese). Retrieved February 20, 2023, from https://corona.go.jp/news/pdf/kinkyujitai_sengen_0407.pdf
Prime Minister’s Office of Japan. (2020b). [covid-19] declaration of a state of emergency in response to the novel coronavirus disease. Retrieved February 20, 2023, from https://japan.kantei.go.jp/ongoingtopics/_00020.html
Salter, S. M., Karia, A., Sanfilippo, F. M., & Clifford, R. M. (2014). Effectiveness of E-learning in Pharmacy Education. American Journal of Pharmaceutical Education, 78(4), 83. https://doi.org/10.5688/ajpe78483
Zureick, A. H., Burk-Rafel, J., Purkiss, J., & Hortsch, M. (2018). The interrupted learner: How distractions during live and video lectures influence learning outcomes. Anatomical Sciences Education, 11(4), 366–376. https://doi.org/10.1002/ase.1754