Challenges to web-based learning in pharmacy education in Arabic language speaking countries

Alkoudmani, Ramez M.; Elkalmi, Ramadan Mohamed Mahmod

doi:10.4103/2045-080x.160989

Cited by 8 publications

(8 citation statements)

References 4 publications

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“…Successful implementation of LMSs is not an easy step and depend not only on providing training and support for instructors but also on the level of student active engagement and student and instructor satisfaction with the LMS used [7]. Motivation and positive perceptions and attitudes of tutors and students toward e-learning and digital literacy should be taken into consideration for successful e-learning adoption [2]. The students' point of view is very important since they are the main users of the offered teaching technique and can cooperate in implementing and improving an e-course as a very important stakeholder in the e-learning process [3].…”

Section: Mobile Learning and Lmsmentioning

confidence: 99%

“…The traditional idea of "classroom" now incorporates the use of both physical and virtual space [44]. Students who have access to an E-learning system can get course materials in different formats (text, image, Stamatios Papadakis et al 2 sound, video, QR-codes, etc. ), and can interact with their colleagues and lecturers individually and simultaneously via message boards, forums, chat rooms, videoconferencing, etc.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University

Papadakis¹,

Kalogiannakis²,

Sifaki³

et al. 2018

EAI Endorsed Transactions on Creative Technologies

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The use of learning management systems (LMS) has grown considerably in universities around the world. LMSs can offer a great variety of channels and workspaces to facilitate information sharing and communication among participants in a course. One of the most commonly used is Moodle, a free learning management system enabling the creation of powerful, flexible and engaging online courses and experiences. A course can consist of a number of lessons. Each lesson consists of reading materials; activities such as quizzes, tests, surveys, and projects; and social elements that encourage interaction and group work among students. This study investigated how often students used a mobile phone to access various activities on Moodle. The students' point of view is important since they are the main users of the offered teaching technique and can cooperate in implementing and improving an e-course as a very important stakeholder in the e-learning process. A survey on self-reported usage was filled by 122 university students in a course offered by the faculty of Preschool Education at the University of Crete. Follow-up interviews were conducted to solicit students' perceptions on mobile access to Moodle and the underlying reasons. The results show significant differences in students' usage of various Moodle activities via mobile phones. Students' responses also suggest that Moodle is used merely as an electronic document repository and not as an effective learning tool due to the limitations of mobile access on usability and reliability.

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Section: Mobile Learning and Lmsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University

Papadakis¹,

Kalogiannakis²,

Sifaki³

et al. 2018

EAI Endorsed Transactions on Creative Technologies

View full text Add to dashboard Cite

show abstract

“…These include high connectivity costs, more workload on staff members as lectures, tutorials and practicals all have to be repackaged for online delivery (Khadmlu et al, 2013;Mashiyane, Bangani, & Van Deventer 2020;Murphy 2020). Lack of qualified, ICT-savvy academics, information technology (IT) technical support and educational design support, have the potential to distract students from actively participating and can decrease students' social skills (Muiruri et al, 2014), increase dropout rates and could result in students who are poor in face-to-face communication (Alkoudmani & Elkalmi 2015;Julius, Nuugulu, & Julius, 2020).…”

Section: Discussionmentioning

confidence: 99%

Migration to online pharmacy education in Namibia: Successes, challenges and competence implications

et al. 2021

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Background: COVID-19, a global pandemic, has disrupted pharmacy education in Africa, due to unpreparedness to migrate to online Learning. Aim: To assess outcomes and challenges facing migration to online pharmacy education. Methods: An evaluation of implementation of online learning in the Bachelor of Pharmacy programme in Namibia using key informant feedback. The outcomes were outputs and challenges facing migration to online learning, and its impact on pass rates and scores. Results: The pooled mean score was higher in 2020 (66.2%), compared to 2019 (63.4%) and 2018 (62.1%), (p=0.076). A variety of platforms were used as alternatives or supplements to Moodle. The main challenges included inequalities in internet connectivity, monitoring and quality assurance, implementation of experiential learning, and reliability of online assessment. Conclusions: Whilst migration to online learning did not impact on pass rates, there is need for policies and systems to address programmatic challenges to eliminate inequalities in online pharmacy education.

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“…The learning strategies that are gaining strength are based on e-learning models (ALKOUDMANI, 2015;ARIF et al, 2015;DEBANDE, 2004) and the flipped model (KOSTARIS et al, 2017; CHEN; CHANG, 2017; GARCÍA-SÁNCHEZ; JOSE, 2017; KOSTARIS et al, 2017), from which the self-regulated learning Finally, the literature reports that theories of learning associated with the aforementioned models are based on the thought of Papert, Piaget and Vygotsky (DREHER et al, 2009). The premise is that the creation of knowledge and the acquisition of skills are active and interrelated processes, hence the relationship of ICT integration strategies with social constructivism.…”

Section: Models For the Pedagogical Integration Of Information And Comentioning

confidence: 99%

Models for the pedagogical integration of information and communication technologies: a literature review

Sosa

Manzuoli

2019

Ensaio: aval.pol.públ.Educ.

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Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.

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Challenges to web-based learning in pharmacy education in Arabic language speaking countries

Cited by 8 publications

References 4 publications

Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University

Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University

Migration to online pharmacy education in Namibia: Successes, challenges and competence implications

Models for the pedagogical integration of information and communication technologies: a literature review

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