Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis

Balakrishnan, Athira; Puthean, Sandra; Satheesh, Gautam; Unnikrishnan, Mazhuvancherry Kesavan; Rashid, Muhammed; Nair, Sreejayan; Thunga, Girish

doi:10.1371/journal.pone.0252461

Cited by 30 publications

(24 citation statements)

References 38 publications

(102 reference statements)

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“…Difference between the largest and smallest means divided by the square root of the mean square error, was used to compute the effect size [ 18 ]. A similar effect size was obtained by our meta-analysis of effectiveness of blended learning in pharmacy education [ 7 ]. Effect size (σ) of 0.6, at 5% level of significance, 80% power and design effect (d) of 2, the required sample size was 90 in each method of learning strategies.…”

Section: Methodssupporting

confidence: 84%

“…Currently lacking is, prospective controlled trials to analyze the effectiveness of BL in pharmacy education. A systematic review and meta-analysis on this topic is published by same authors [ 7 ]. Accordingly, we designed our study to evaluate the effectiveness of BL in final year Pharm D (Doctor of Pharmacy) students employing a 9 hour learning module entitled “Fundamentals of clinical research”.…”

Section: Introductionmentioning

confidence: 99%

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

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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.

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Section: Methodssupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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“…When teaching in an online environment, synchronous learning opportunities facilitate teacher-student social interaction during a virtual classroom space. A number of studies have demonstrated the advantages of online synchronous teaching, together with increased learning, improved communication, and strong group cohesion [1,17,20].…”

Section: Another Study By Paul-erik Et Al On Blended Learningmentioning

confidence: 99%

“…Existing strategies that use classroom delivery in the traditional teaching and learning mode compared to the online environment are problematic in terms of flexibility, individual learning, evaluation and problem-based learning (PBL) activities. According to a comprehensive study and meta-analysis by Athira Balakrishnan et al, Blended or mixed method learning is associated with higher academic achievement and grades than traditional pharmacy education [17].…”

Section: Introductionmentioning

confidence: 99%

Blended Learning - A Global Solution in the Age of COVID-19

Devi

Sharma

Lepcha

2021

JPRI

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Background: The World Health Organization (WHO) has recently declared Covid 19 to be a pandemic that poses a threat to humanity. The existing Conventional and other instructional methods have been canceled and the online learning has been broadly revised to allow learners to educate themselves through online platforms. Aims: This article was written to identify the teaching practices throughout Covid 19 with key terms, virtual mastering during the lockdown, on-line teaching during a pandemic, and application of blended learning during Covid-19 and post Covid implication. Methodology: The mini review was conducted to identify the online teaching practices during Covid-19 and blended mode of teaching in higher education and its implication during post Covid-19. The different database searches identiﬁed more than ninety articles, of which 35 full-textual content articles had been assessed and nineteen had been included in this paper. Results: Blended learning is a modern, powerful, and effective tool for increasing universities' competitiveness, meeting the diverse needs and interests of instructional service consumers, imposing the concept of continuing education, and integrating classroom and distance learning to facilitate independent, interactive, and collaborative learning among students. Conclusion: The article finishes with an overview of the most pressing issues, as well as suggestions and brief recommendations for expanding the use of blended learning in the post-Covid-19 era.

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“…However, in its implementation, a distinct balance of offline and online learning must be maintained (Verawardina et al, 2020). While in research (Balakrishnan et al, 2021) indicates that blended learning improves performance and academic achievement in pharmaceutical education, conventional instruction does not. The COVID-19 epidemic fundamentally altered the educational landscape, changing it from traditional classroom instruction to online learning.…”

Section: ▪ Introductionmentioning

confidence: 99%

Effectiveness Blended Learning During Pandemic in Indonesia: A Meta-Analysis

Watrianthos

Hasibuan

Rimbano³

et al. 2021

JPMIPA

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The current blended learning method, which mixes online and traditional classroom instruction, is appropriate for the epidemic. According to various research studies, blended learning benefits students by allowing them to study independently without regard for location or time constraints. This article explores and describes the use of the blended learning paradigm during a pandemic using a meta-analysis technique. The objective is to determine the effect of blended learning on learning outcomes; according to the conclusions of a research released in 2021 based on ten published articles, employing the blended learning approach greatly improved learning outcomes during the pandemic, with an effect size value of 1.21. However, the outcomes of this study suggest that publication bias exists as a result of an unbalanced distribution of effect sizes.

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Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis

Cited by 30 publications

References 38 publications

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

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

Blended Learning - A Global Solution in the Age of COVID-19

Effectiveness Blended Learning During Pandemic in Indonesia: A Meta-Analysis

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