Impact and perception of e-learning: pre-post survey and evaluations

Background and Aims: The term e-learning can be described as the usage of electronic devices along with or without the help of internet to conduct a learning environment where it can be beneficial for the student. Incorporation of e-learning was one of such initiative taken for the Principles of Pathology, a core subject for second year Bachelor of Pharmacy program. This teaching innovation uses various online learning activities following the social constructivist learning environment (SCLE) (1). This study was aimed to explore the pharmacy student’s perception on e-learning intervention in pathology subject and the effect of the student’s academic achievement on the perception of e-learning. By understanding the impact of e-learning practice in medical related subject, it will enable continuous improvement on the e-learning module.

Summary of work: The Constructivist Online Learning Environment Survey (COLLES) was used to assess the student perception on e-learning application, while pre- and post-test assessment was used to estimate the impact on student’s academic achievement following the e-learning intervention (2). All data management, descriptive analyses, and correlation analyses were conducted using SPSS v.20. Chi-square test was applied to determine the relation between perception on e-learning and increase of knowledge. P-values <0.05 were considered statistically significant.

Outcomes: A total of N=196 second year pharmacy student, revealed that students had a positive attitude toward the use of e-learning application. Result showed that “Reflection” (3.98 ±0.47) and “Tutor Support” (4.30 ±0.34) are significantly increase in actual COLLES score. Statistical test indicated that the student’s perception on e-learning is not correlated with knowledge gained post e-learning intervention.

Discussion and conclusion: The students felt that e-learning can be beneficial for them in term of increasing their knowledge, building up teamwork and flexibility time of study. The increase of “Reflection and Tutor Support” score indicated that the activities provided had developed their critical thinking and there was sufficient lecturers’ involvement throughout the e-learning session. In agreement with previous studies conducted in Thailand and Poland (2,3), the current study illustrated the development of SCLE in the course. An e-learning module in pathology subject could be used to enhance student learning experience.

References:

1. Azhari FA & Ming LC (2015). Indian Journal of Pharmaceutical Education and Research 49: 4-16.

2. Nesterowicz K et al. (2014). BMC Medical Education 14: 33-40.

3. Sthapornnanon N et al. (2009). American Journal of Pharmaceutical Education 73: e1-8.