Effectiveness of blended learning in pharmacy education: An experimental study using clinical research modules

Abstract

Background &objectives Though there are studies to evaluate the effectiveness of blended learning in pharmacy education, most of them originate from USA and have used previous year students’ scores as control. Also there is less research in comparing use of self -regulated learning strategies between blended and other learning strategies. Primary aim was to evaluate the effectiveness of blended learning on knowledge score using clinical research modules. Secondary objective was designed to compare the use of self-regulated learning strategies between blended learning, web-based e-learning and didactic teaching. Materials and methods A prospective cluster randomized trial was conducted with didactic teaching as control and web-based e-learning and blended learning as interventions. The target population was final year Pharm D students. Outcome was assessed using a validated knowledge questionnaire, a motivated strategies for learning questionnaire and a feedback form. All statistical analyses were carried out using Statistical Package for Social Science (SPSS) Version 20. Results A total of 241 students from 12 colleges completed the study. Mean knowledge score of students in blended learning group was higher than those in the didactic teaching and web- based e- learning program (64.26±18.19 Vs 56.65±8.73 Vs 52.11±22.06,p<0.001).Frequency of use of learning strategies namely rehearsal, elaboration, organization and critical thinking was statistically significantly higher in the blended learning group compared to those of didactic and web-based e-learning group (p<0.05) But there were no statistically significant difference of motivational orientations between didactic and blended learning group except strategies of extrinsic goal orientation and self-efficacy. Students preferred blended learning (86.5%) over didactic and web-based e-learning. Conclusion Blended learning approach is an effective way to teach clinical research module. Students of blended learning group employed all motivational and learning strategies more often than students of the didactic and web- based e-learning groups except strategies of intrinsic goal orientation, task value, control of learning belief and help seeking.

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

“…Their research greatly enhanced the student's independent thought and creative problem-solving capacity. This is an accurate outcome in line with what was observed in the study ( Balakrishnan et al., 2021 ; Hori and Fujii, 2021 ; Kundun, 2018). In the area of knowledge, the findings of earlier studies regarding the superiority of traditional learning over blended learning in terms of attaining higher academic achievement were inconsistent ( Alammary, 2019 ; Alsalhi et al., 2021 ; Balentyne and Varga, 2017 ; Gambari et al., 2017 ; Kundu et al., 2021 ; Lin et al., 2017 ; Poon, 2013 ; Psycharis et al., 2013 ; Zhang and Zhu, 2017 ) or equivalent ( Alammary, 2019 ).…”

Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first‐year nursing students

“…The ability of students to maintain their attention during the learning process and to control their learning behaviors are metacognitive strategies for learning (Büyüköztürk et al, 2004). In the study by Balakrishnan et al (2021) no significant difference was found in metacognitive scores between the TCA and blended learning groups, a result attributed to the instructors providing students with planned training content including what to learn, when to learn, and how to learn, which in turn affected metacognitive approaches. In the present study, an increase was found in the average posttest scores for metacognitive strategies in the experimental group.…”

“…The strategy of time and study environment management is the efficient use of the student's resousces by setting realistic goals for learning activities in the learning process (Büyüköztürk et al, 2004). In the study by Balakrishnan et al (2021), it was reported there was no statistically significant difference in time management and effort regulation between the blended learning and TCA groups. The study by Pence et al (2021) also reported no significant difference in the FCA pre-test and posttest results for time and study environment management.…”

“…Among the motivation section scales, the test anxiety scale measures students' anxiety about possible negative results from the exam (Büyüköztürk et al, 2004). In the study of Balakrishnan et al (2021), it was reported that there was no statistically significant difference in test anxiety levels between the blended learning and TCA groups. In the study of Aguilar et al (2021) as well, it was reported that there was no difference between FCA and TCA in terms of test anxiety levels of students.…”

“…Effort regulation is the student's ability to control their effort and attention as a learning strategy, even when distractions or uninteresting content make this difficult in the learning process (Büyüköztürk et al, 2004). In the study of Balakrishnan et al (2021), it was reported that there was no statistically significant difference in effort regulation between the blended learning and TCA groups. In this study, it was found that the effort regulation posttest mean scores of the control group were higher than the scores of the experimental group.…”