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Students’ perceptions about social constructivist learning environment in e-learning
Citation
Azhari, FA and Jasmi, NN and Abd Wahab, MS and Jofrry, SM and Lee, S and Ming, LC, Students' perceptions about social constructivist learning environment in e-learning, Indian Journal of Pharmaceutical Education, 54, (2) pp. 271-278. ISSN 0019-5464 (2020) [Refereed Article]
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Copyright Statement
Copyright 2020 Association of Pharmaceutical Teachers of India. Licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode
DOI: doi:10.5530/ijper.54.2.31
Abstract
Aim/Background: Pharmacy educators often incorporate electronic learning or e-learning to facilitate learning among pharmacy students. E-learning can be designed based on the Social Constructivism Theory (SCT). The learning outcomes of e-learning that is developed based on the SCT should be assessed continuously and they should include the evaluation of students’ perceptions on the Social Constructivist Learning Environment (SCLE) of their e-learning. The present study aims to investigate pharmacy students' expectations for their e-learning and evaluate the extent to which e-learning fulfils their expectations.
Methods: A cross-sectional survey was carried out among the second- and third-year undergraduate pharmacy students in a Malaysian public university to assess the students’ perceptions on the SCLE of two e-learning components offered in two core courses: Principle of Pathology (PP) and Pharmaceutical Care (PC) using the Constructivist Online Learning Environment Survey (COLLES).
Results: All students who were invited to participate in the study responded to the survey (response rate = 100%, n = 336). In general, students had positive but moderate expectations and satisfaction towards e-learning. Students mostly expected e-learning to be relevant to their professional practice. The second-year PP students were satisfied with their e-learning, but the third year PC students rated their experience to be lower than their expectations.
Conclusion: As a conclusion, although e-learning that was developed based on the SCT can resulted in SCLE, the expectations of the third-year pharmacy students were harder to fulfil compared to their younger counterparts. This warrants innovation in e-learning content and processes for the third-year students.
Item Details
Item Type: | Refereed Article |
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Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Medicine, nursing and health curriculum and pedagogy |
Objective Division: | Expanding Knowledge |
Objective Group: | Expanding knowledge |
Objective Field: | Expanding knowledge in the health sciences |
UTAS Author: | Ming, LC (Dr Long Ming) |
ID Code: | 139577 |
Year Published: | 2020 |
Web of Science® Times Cited: | 5 |
Deposited By: | Pharmacy |
Deposited On: | 2020-06-23 |
Last Modified: | 2021-02-05 |
Downloads: | 10 View Download Statistics |
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