OBJECTIVE: To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. DESIGN: A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. ASSESSMENT: Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001). CONCLUSION: The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.
OBJECTIVE: To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. DESIGN: A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. ASSESSMENT: Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001). CONCLUSION: The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.
Authors: Norman B Berman; Leslie H Fall; Christopher G Maloney; David A Levine Journal: Adv Health Sci Educ Theory Pract Date: 2006-11-07 Impact factor: 3.853