Teach BIG: A framework-based approach to online teaching and learning

Pesaturo, Kimberly A.; Cho, Hae Jin; Castaneda, Andre T.; Reilly, Neil V.; Verbetsky, Christina A.

doi:10.1016/j.cptl.2022.07.009

Cited by 1 publication

(11 citation statements)

References 3 publications

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“…Syllabi and course pages should provide readily available information on contact information for course coordinators/ instructors, technological support services, academic resources, and accessible mental health resources. 27,[29][30][31] Even if not routinely used, regularly scheduled, virtual office hours are useful in increasing faculty presence and encouraging interaction. Efforts should be made to show faculty involvement in the course because a visible commitment to student support is necessary for online course success.…”

Section: Designing Quality Online Coursesmentioning

confidence: 99%

“…Efforts should be made to show faculty involvement in the course because a visible commitment to student support is necessary for online course success. 28,31,32 In addition, in designing an online course for diverse learners, efforts should focus on presenting content in a way that enhances student engagement and learning. This involves creation of activities to present information in a variety of formats to engage students in self-directed, self-paced learning.…”

Section: Designing Quality Online Coursesmentioning

confidence: 99%

“…This involves creation of activities to present information in a variety of formats to engage students in self-directed, self-paced learning. 27,31 Information can be presented synchronously or asynchronously to students through lectures (live or recorded), videos, articles, and podcasts, as well as include supplemental resources for gathering further information. 27,33 Faculty should ensure that videos and other technology allow for closed captioning, changes in speed, and other needed mechanisms to maximize accessibility.…”

Section: Designing Quality Online Coursesmentioning

confidence: 99%

“…27,28,30 Finally, quality online courses rely on a culture of feedback and transparent incorporation of feedback. 27,31 End-of-course evaluations, though helpful, but should not be the only mechanism of obtaining feedback. Courses should be designed to contain multiple channels for student feedback throughout the course and should be designed specifically to enhance engagement and ownership of learning.…”

Section: Designing Quality Online Coursesmentioning

confidence: 99%

“…According to current literature and expert opinion from higher education, it is important to promote classroom engagement and collaboration, create balanced and inclusive learning opportunities, provide effective resources, and engage in assessment and two-way collaborative feedback. 15,31,[36][37][38][39][40][41][42][43][44][45][46][47][48][49][50] Although engagement may come in many different forms in pharmacy school, it is important to realize that no single approach will apply to all learners and a variety of formats should be used within a course and the curriculum. Consideration of the learner should be a primary focus as online formats are decided and designed.…”

Section: Best Practices In Engaging Learnersmentioning

confidence: 99%

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Best practices in online/distance pharmacy practice course didactic instruction

Havrda,

Crannage,

Bingham

et al. 2024

J Am Coll Clin Pharm

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This commentary provides an overview of the current literature and best practices for online learning and assessment within the didactic curriculum of pharmacy education, building on the 2022 ACCP commentary addressing remote experiential learning. Lessons learned from online delivery of curricula and best practices for programs to create the optimal online learning environment for students are reviewed. Although benefits of online learning have been found, such as flexibility, convenience, and efficient use of time, with similar short‐term student performance, the potential long‐term implications on pharmacy students are not fully known, particularly concerning board pass rates, job attainment, and knowledge/skills application in the workplace. This commentary reviews and recommends the types of teaching modalities that align best with an online format for knowledge acquisition and student satisfaction. The most challenging part of didactic curricula to teach remotely is skills development. Proficiency in skills (e.g., compounding preparations or physical assessment) is best evaluated in person to promote student self‐confidence in pharmacy practice and patient care. This commentary reviews the needed components for designing quality online courses, all in the context of remembering the significance of instructor engagement. The commentary also discusses the importance of bidirectional feedback for the instructor and student and the deliberate use of formative assessments of learning to gauge student performance. A review of online summative and high‐stakes assessments is included with a focus on ensuring academic integrity while also minimizing any impact on student performance and anxiety. As pharmacy education has learned from the experiences with the COVID‐19 transition to online learning, consideration should be given to best practices regarding when and how to use online modalities to teach students and foster student learning. Regardless of the format, courses should engage the student and instructor and be evaluated routinely to promote achievement of learning outcomes.

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Section: Designing Quality Online Coursesmentioning

confidence: 99%

Section: Designing Quality Online Coursesmentioning

confidence: 99%