Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.
|dc.identifier.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.|
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.
|dc.publisher||Centro de Investigaciones y Publicaciones Farmaceuticas|
|dc.subject||Distance. Computer-Assisted Instruction. Australia|
|dc.title||Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.|
Copyright © 2011 Centro de Investigaciones y Publicaciones Farmaceuticas
|curtin.department||School of Pharmacy|