Use of Moodle, ExamSoft, and Twitter in a First-Year Pharmacy Course

Bussières, Jean-François; Métras, Marie-Élaine; Leclerc, Gilles

doi:10.5688/ajpe76594

Cited by 22 publications

(10 citation statements)

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“…eExams in Turku, Finland were described by Kuikka, Markus and Laakso [8] in the context of 'aquariums' -rooms covered by security video cameras in which students take assessment on computer without personal supervision. Bussières, Métras and Leclerc reported use of the commercial software 'ExamSoft', in pharmacy courses in Canada [9]. Forty-two American states require the use of ExamSoft by those who wish to take the bar (law) exam on a computer [10].…”

Section: Literaturementioning

confidence: 99%

eExams: Strength in Diversity

Fluck

Hillier

2017

IFIP Advances in Information and Communication Technology

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This study examined the growing number of emerging eExam systems that allow students to demonstrate academic achievement using computers in schools and universities. Using a mixed-methods case study approach, the research gathered data from a desk audit, followed by field observations and interviews in selected countries. Thematic investigation of the data revealed commonalities and differences in the eExam systems. The findings show the main systems under development are divided into two groups. The first are alternative booting systems that make an entire, identical operating system and application suite available to each candidate. The second comprises a variety of secure web-browser solutions. Both approaches permit the use of software applications, but it is not yet clear whether this affordance can transform curricula. It is clear there is tension between administrative convenience that saves staff time, and the transformational potential of computers in education that would alter what students learn as well as how they learn. This tension is epitomised by the different proportions of undergraduate examinations conducted using computers, ranging from 1% to 40% in some institutions. What was also clear from the data were the intentions of some countries and institutions to raise this to 100% in a five year span.

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Section: Literaturementioning

confidence: 99%

eExams: Strength in Diversity

Fluck

Hillier

2017

IFIP Advances in Information and Communication Technology

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“…Another published way to amend the dynamics of large lectures and widen students’ participation was by allowing them to tweet their questions to the lecturer via Twitter. However, the main drawback is that tweeting can divert students' attention away from the lecture and disrupt the learning process [ 22 , 23 , 24 ]. Not to mention that this method discourages the face-to-face (student/teacher and student/student) interaction and communication.…”

Section: Reported Techniques To Initiate Active Participation In Lmentioning

confidence: 99%

Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students’ Participation

Aburahma

2015

Pharmacy

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Like most of the pharmacy colleges in developing countries with high population growth, public pharmacy colleges in Egypt are experiencing a significant increase in students’ enrollment annually due to the large youth population, accompanied with the keenness of students to join pharmacy colleges as a step to a better future career. In this context, large lectures represent a popular approach for teaching the students as economic and logistic constraints prevent splitting them into smaller groups. Nevertheless, the impact of large lectures in relation to student learning has been widely questioned due to their educational limitations, which are related to the passive role the students maintain in lectures. Despite the reported feebleness underlying large lectures and lecturing in general, large lectures will likely continue to be taught in the same format in these countries. Accordingly, to soften the negative impacts of large lectures, this article describes a simple and feasible 5-step paper-based model to transform lectures from a passive information delivery space into an active learning environment. This model mainly suits educational establishments with financial constraints, nevertheless, it can be applied in lectures presented in any educational environment to improve active participation of students. The components and the expected advantages of employing the 5-step paper-based model in large lectures as well as its limitations and ways to overcome them are presented briefly. The impact of applying this model on students’ engagement and learning is currently being investigated.

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“…[2][3][4][5] Other research includes the benefits of computer-based testing, the process of transitioning to electronic examinations, and the use of audience response systems (ARS) for testing. 3,[6][7][8] These design and delivery issues are relevant, but it is also necessary to evaluate examination composition and to assess the effectiveness of an examination as an assessment tool.…”

Section: Introductionmentioning

confidence: 99%

A Five-Year Evaluation of Examination Structure in a Cardiovascular Pharmacotherapy Course

Schullo-Feulner

Kolar

Janke

2015

American Journal of Pharmaceutical Education

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Objective. To evaluate the composition and effectiveness as an assessment tool of a criterion-referenced examination comprised of clinical cases tied to practice decisions, to examine the effect of varying audience response system (ARS) questions on student examination preparation, and to articulate guidelines for structuring examinations to maximize evaluation of student learning. Design. Multiple-choice items developed over 5 years were evaluated using Bloom's Taxonomy classification, point biserial correlation, item difficulty, and grade distribution. In addition, examination items were classified into categories based on similarity to items used in ARS preparation. Assessment. As the number of items directly tied to clinical practice rose, Bloom's Taxonomy level and item difficulty also rose. In examination years where Bloom's levels were high but preparation was minimal, average grade distribution was lower compared with years in which student preparation was higher. Conclusion. Criterion-referenced examinations can benefit from systematic evaluation of their composition and effectiveness as assessment tools. Calculated design and delivery of classroom preparation is an asset in improving examination performance on rigorous, practice-relevant examinations.

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Use of Moodle, ExamSoft, and Twitter in a First-Year Pharmacy Course

Cited by 22 publications

References 0 publications

eExams: Strength in Diversity

eExams: Strength in Diversity

Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students’ Participation

A Five-Year Evaluation of Examination Structure in a Cardiovascular Pharmacotherapy Course

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