154 lines
4.8 KiB
YAML
154 lines
4.8 KiB
YAML
abstract: 'Background: Background: Synchronous hybrid instruction offers flexible
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learning opportunities by allowing a portion of students to attend class
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sessions on campus while simultaneously allowing the remaining students
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to attend remotely. Although such flexibility may offer a number of
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advantages for pharmacy students, one area of concern is whether online
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participation options within synchronous hybrid courses can promote
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similar levels of engagement as courses that are designed entirely for
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face-to-face (FTF) participation. Objectives: The objective of this
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study was to evaluate the impact of synchronous hybrid instruction on
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pharmacy students'' engagement in a pharmacotherapy course. An evaluation
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was completed to determine if students were more likely to actively
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engage in class when they were participating remotely via
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teleconferencing technology or when FTF. Additionally, students''
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perspectives were evaluated to determine their views of the benefits and
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challenges of the hybrid model for engagement in learning. Methods: The
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course utilizes team-based learning to apply critical thinking skills
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and develop a comprehensive care plan. A mixed methods approach was used
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to examine students'' engagement in the hybrid learning environment by
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quantitatively analyzing students'' responses to likert-scale survey
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items and qualitatively analyzing their responses to open-ended survey
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questions. Results: Students reported they were more likely to actively
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listen (p=0.004), avoid distractions (p=0.008), and react emotionally to
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a topic or instruction (p=0.045) when FTF. There were no significant
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differences found in student reported note taking, asking questions,
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responding to questions, or engaging in group work between the two modes
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of participation. Content analysis identified other benefits that
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supported student engagement, including perceived flexibility and
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enhanced ability to interact during class via the teleconferencing
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technology. For some students, challenges that negatively impacted
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engagement included difficulties with internet connectivity and a sense
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of dislocation or isolation in the course. Conclusion: This study
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demonstrated that when participating in a synchronous hybrid course,
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students participating remotely were less likely (compared to in-person
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attendance) to pay close attention and react emotionally, but were just
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as likely to take notes and communicate with teachers and groups. Key
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benefits of the hybrid approach were increased flexibility and the
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usefulness of online communication tools, while key challenges focused
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on technical and psychological isolation from others. The principles of
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flexible learning environments and self-regulated learning provide
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opportunities for pharmacy educators who are interested in improving
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hybrid instruction in the future.'
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affiliation: 'Palmer, RH (Corresponding Author), Univ Georgia, Coll Pharm, Athens,
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GA 30602 USA.
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Palmer, Russell H.; Stone, Rebecca H.; Lavender, Devin L., Univ Georgia, Coll Pharm,
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Athens, GA 30602 USA.
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Moulton, Morgan K., Dept Vet Affairs, Tuscaloosa, AL USA.
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Fulford, Michael, Univ Georgia, Inst Effectiveness \& Strateg Initiat, Athens, GA
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30602 USA.
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Phillips, Beth Bryles, Univ Georgia, Coll Pharm, Residency Programs, Athens, GA
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30602 USA.'
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article-number: '2611'
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author: Palmer, Russell H. and Moulton, Morgan K. and Stone, Rebecca H. and Lavender,
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Devin L. and Fulford, Michael and Phillips, Beth Bryles
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author-email: 'rpalmer@uga.edu
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morganmoulton@gmail.com
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rhstone@uga.edu
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devin.lavender@uga.edu
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mfulford@uga.edu
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bbp@uga.edu'
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author_list:
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- family: Palmer
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given: Russell H.
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- family: Moulton
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given: Morgan K.
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- family: Stone
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given: Rebecca H.
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- family: Lavender
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given: Devin L.
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- family: Fulford
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given: Michael
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- family: Phillips
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given: Beth Bryles
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da: '2023-09-28'
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doi: 10.18549/PharmPract.2022.1.2611
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eissn: 1886-3655
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files: []
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issn: 1885-642X
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journal: PHARMACY PRACTICE-GRANADA
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keywords: 'Distance learning; Online learning; Self-Directed learning; Pharmacy
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education; Pharmacy students'
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keywords-plus: ONLINE; ENVIRONMENTS; AFFORDANCES; TECHNOLOGY
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language: English
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month: JAN-MAR
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number: '1'
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number-of-cited-references: '30'
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orcid-numbers: 'Lavender, Devin/0000-0002-6770-1974
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Fulford, Michael/0000-0002-9706-2819'
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papis_id: eb843fdff669ffa9f2db065065a24b48
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ref: Palmer2022impactsynchronous
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researcherid-numbers: 'Lavender, Devin/HNQ-7038-2023
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'
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times-cited: '2'
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title: The impact of synchronous hybrid instruction on students engagement in a pharmacotherapy
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course
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type: Article
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unique-id: WOS:000779196200001
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usage-count-last-180-days: '4'
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usage-count-since-2013: '7'
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volume: '20'
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web-of-science-categories: Pharmacology \& Pharmacy
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year: '2022'
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