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

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2023-09-28 14:46:10 +00:00
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
2023-10-01 08:15:07 +00:00
type: article
2023-09-28 14:46:10 +00:00
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'