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    Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.

    170686_44203_BENINO PharmPrac 2011.pdf (230.3Kb)
    Access Status
    Open access
    Authors
    Benino, Diana
    Girardi, A.
    Czarniak, Petra
    Date
    2011
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Benino, Diana and Girardi, Antonia and Czarniak, Petra. 2011. Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University. Pharmacy Practice. 9 (4): pp. 252-259.
    Source Title
    Pharmacy Practice
    Additional URLs
    http://www.pharmacypractice.org/vol09/04/252-259.htm
    ISSN
    1886-3655
    School
    School of Pharmacy
    Remarks

    Copyright © 2011 Centro de Investigaciones y Publicaciones Farmaceuticas

    URI
    http://hdl.handle.net/20.500.11937/4824
    Collection
    • Curtin Research Publications
    Abstract

    To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. Methods: The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Results: Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusion: This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

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