wow-inequalities/02-data/intermediate/wos_sample/447be9ecc9040a6433094f1d97dbedd3-palmer-russell-h.-a/info.yaml

abstract: 'Background: Background: Synchronous hybrid instruction offers flexible

  learning opportunities by allowing a portion of students to attend class

  sessions on campus while simultaneously allowing the remaining students

  to attend remotely. Although such flexibility may offer a number of

  advantages for pharmacy students, one area of concern is whether online

  participation options within synchronous hybrid courses can promote

  similar levels of engagement as courses that are designed entirely for

  face-to-face (FTF) participation. Objectives: The objective of this

  study was to evaluate the impact of synchronous hybrid instruction on

  pharmacy students'' engagement in a pharmacotherapy course. An evaluation

  was completed to determine if students were more likely to actively

  engage in class when they were participating remotely via

  teleconferencing technology or when FTF. Additionally, students''

  perspectives were evaluated to determine their views of the benefits and

  challenges of the hybrid model for engagement in learning. Methods: The

  course utilizes team-based learning to apply critical thinking skills

  and develop a comprehensive care plan. A mixed methods approach was used

  to examine students'' engagement in the hybrid learning environment by

  quantitatively analyzing students'' responses to likert-scale survey

  items and qualitatively analyzing their responses to open-ended survey

  questions. Results: Students reported they were more likely to actively

  listen (p=0.004), avoid distractions (p=0.008), and react emotionally to

  a topic or instruction (p=0.045) when FTF. There were no significant

  differences found in student reported note taking, asking questions,

  responding to questions, or engaging in group work between the two modes

  of participation. Content analysis identified other benefits that

  supported student engagement, including perceived flexibility and

  enhanced ability to interact during class via the teleconferencing

  technology. For some students, challenges that negatively impacted

  engagement included difficulties with internet connectivity and a sense

  of dislocation or isolation in the course. Conclusion: This study

  demonstrated that when participating in a synchronous hybrid course,

  students participating remotely were less likely (compared to in-person

  attendance) to pay close attention and react emotionally, but were just

  as likely to take notes and communicate with teachers and groups. Key

  benefits of the hybrid approach were increased flexibility and the

  usefulness of online communication tools, while key challenges focused

  on technical and psychological isolation from others. The principles of

  flexible learning environments and self-regulated learning provide

  opportunities for pharmacy educators who are interested in improving

  hybrid instruction in the future.'
affiliation: 'Palmer, RH (Corresponding Author), Univ Georgia, Coll Pharm, Athens,
  GA 30602 USA.

  Palmer, Russell H.; Stone, Rebecca H.; Lavender, Devin L., Univ Georgia, Coll Pharm,
  Athens, GA 30602 USA.

  Moulton, Morgan K., Dept Vet Affairs, Tuscaloosa, AL USA.

  Fulford, Michael, Univ Georgia, Inst Effectiveness \& Strateg Initiat, Athens, GA
  30602 USA.

  Phillips, Beth Bryles, Univ Georgia, Coll Pharm, Residency Programs, Athens, GA
  30602 USA.'
article-number: '2611'
author: Palmer, Russell H. and Moulton, Morgan K. and Stone, Rebecca H. and Lavender,
  Devin L. and Fulford, Michael and Phillips, Beth Bryles
author-email: 'rpalmer@uga.edu

  morganmoulton@gmail.com

  rhstone@uga.edu

  devin.lavender@uga.edu

  mfulford@uga.edu

  bbp@uga.edu'
author_list:
- family: Palmer
  given: Russell H.
- family: Moulton
  given: Morgan K.
- family: Stone
  given: Rebecca H.
- family: Lavender
  given: Devin L.
- family: Fulford
  given: Michael
- family: Phillips
  given: Beth Bryles
da: '2023-09-28'
doi: 10.18549/PharmPract.2022.1.2611
eissn: 1886-3655
files: []
issn: 1885-642X
journal: PHARMACY PRACTICE-GRANADA
keywords: 'Distance learning; Online learning; Self-Directed learning; Pharmacy

  education; Pharmacy students'
keywords-plus: ONLINE; ENVIRONMENTS; AFFORDANCES; TECHNOLOGY
language: English
month: JAN-MAR
number: '1'
number-of-cited-references: '30'
orcid-numbers: 'Lavender, Devin/0000-0002-6770-1974

  Fulford, Michael/0000-0002-9706-2819'
papis_id: eb843fdff669ffa9f2db065065a24b48
ref: Palmer2022impactsynchronous
researcherid-numbers: 'Lavender, Devin/HNQ-7038-2023

  '
times-cited: '2'
title: The impact of synchronous hybrid instruction on students engagement in a pharmacotherapy
  course
type: article
unique-id: WOS:000779196200001
usage-count-last-180-days: '4'
usage-count-since-2013: '7'
volume: '20'
web-of-science-categories: Pharmacology \& Pharmacy
year: '2022'