Shankar Munusamy1, Aisha Osman2, Sadaf Riaz3, Shaima Ali4, Fatima Mraiche5. 1. College of Pharmacy and Health Sciences, Drake University, Des Moines, IA 50311, United States; College of Pharmacy, Qatar University, P.O. Box 2713, Doha, Qatar. Electronic address: shankar.munusamy@drake.edu. 2. College of Pharmacy, Qatar University, P.O. Box 2713, Doha, Qatar. Electronic address: am1002749@qu.edu.qa. 3. College of Pharmacy, Qatar University, P.O. Box 2713, Doha, Qatar. Electronic address: sadaf.m.riaz@gmail.com. 4. College of Pharmacy, Qatar University, P.O. Box 2713, Doha, Qatar. Electronic address: sa1000785@qu.edu.qa. 5. College of Pharmacy, Qatar University, P.O. Box 2713, Doha, Qatar. Electronic address: fatima.mraiche@qu.edu.qa.
Abstract
BACKGROUND AND PURPOSE: Engagement of students in the didactic classroom setting restricts students' time spent towards active learning, which in turn, adversely affects the retention of concepts taught through traditional teaching methods. Thus, interactive learning is used as an alternative to engage students in the classroom and to enrich their learning experience. Integrating interactive learning activities has been shown to facilitate student learning and improve the learning outcomes. The objectives of this study are to assess the perceptions of students on the benefits and appropriateness of using online tools (e.g., Socrative and Yammer) to promote interaction of students with the instructor and other students in the classroom setting. EDUCATIONAL ACTIVITY AND SETTING: Students enrolled in the second and third professional years of the bachelor of pharmacy program at Qatar University were introduced to various interactive learning tools in two Pharmaceutical Sciences courses. Students were then surveyed to assess their perceptions about the benefits and appropriateness of the respective interactive learning tools introduced in the courses. FINDINGS: Our survey results indicate that the students are in favor of using online educational tools and believe that the use of interactive learning tools enhances their learning experience. SUMMARY: Pharmacy students at Qatar University perceive that the incorporation of online technology in Pharmaceutical Sciences courses enhances interactive learning in the classroom setting.
BACKGROUND AND PURPOSE: Engagement of students in the didactic classroom setting restricts students' time spent towards active learning, which in turn, adversely affects the retention of concepts taught through traditional teaching methods. Thus, interactive learning is used as an alternative to engage students in the classroom and to enrich their learning experience. Integrating interactive learning activities has been shown to facilitate student learning and improve the learning outcomes. The objectives of this study are to assess the perceptions of students on the benefits and appropriateness of using online tools (e.g., Socrative and Yammer) to promote interaction of students with the instructor and other students in the classroom setting. EDUCATIONAL ACTIVITY AND SETTING: Students enrolled in the second and third professional years of the bachelor of pharmacy program at Qatar University were introduced to various interactive learning tools in two Pharmaceutical Sciences courses. Students were then surveyed to assess their perceptions about the benefits and appropriateness of the respective interactive learning tools introduced in the courses. FINDINGS: Our survey results indicate that the students are in favor of using online educational tools and believe that the use of interactive learning tools enhances their learning experience. SUMMARY: Pharmacy students at Qatar University perceive that the incorporation of online technology in Pharmaceutical Sciences courses enhances interactive learning in the classroom setting.
Authors: Juan J López-Jiménez; José L Fernández-Alemán; José A García-Berná; Laura López González; Ofelia González Sequeros; Joaquín Nicolás Ros; Juan M Carrillo de Gea; Ali Idri; Ambrosio Toval Journal: Int J Environ Res Public Health Date: 2021-12-15 Impact factor: 3.390