The impact of synchronous hybrid instruction on students’ engagement in a pharmacotherapy course

Main Article Content

Keywords

Distance learning, Online learning, Self-Directed learning;, Pharmacy education, Pharmacy students

Abstract

Background: Background: Synchronous hybrid instruction offers flexible learning opportunities by allowing a portion of students to attend class sessions on campus while simultaneously allowing the remaining students to attend remotely. Although such flexibility may offer a number of advantages for pharmacy students, one area of concern is whether online participation options within synchronous hybrid courses can promote similar levels of engagement as courses that are designed entirely for face-to-face (FTF) participation. Objectives: The objective of this study was to evaluate the impact of synchronous hybrid instruction on pharmacy students’ engagement in a pharmacotherapy course. An evaluation was completed to determine if students were more likely to actively engage in class when they were participating remotely via teleconferencing technology or when FTF. Additionally, students’ perspectives were evaluated to determine their views of the benefits and challenges of the hybrid model for engagement in learning. Methods: The course utilizes team-based learning to apply critical thinking skills and develop a comprehensive care plan. A mixed methods approach was used to examine students’ engagement in the hybrid learning environment by quantitatively analyzing students’ responses to likert-scale survey items and qualitatively analyzing their responses to open-ended survey questions. Results: Students reported they were more likely to actively listen (p=0.004), avoid distractions (p=0.008), and react emotionally to a topic or instruction (p=0.045) when FTF. There were no significant differences found in student reported note taking, asking questions, responding to questions, or engaging in group work between the two modes of participation. Content analysis identified other benefits that supported student engagement, including perceived flexibility and enhanced ability to interact during class via the teleconferencing technology. For some students, challenges that negatively impacted engagement included difficulties with internet connectivity and a sense of dislocation or isolation in the course. Conclusion: This study demonstrated that when participating in a synchronous hybrid course, students participating remotely were less likely (compared to in-person attendance) to pay close attention and react emotionally, but were just as likely to take notes and communicate with teachers and groups. Key benefits of the hybrid approach were increased flexibility and the usefulness of online communication tools, while key challenges focused on technical and psychological isolation from others. The principles of flexible learning environments and self-regulated learning provide opportunities for pharmacy educators who are interested in improving hybrid instruction in the future.

Abstract 2227 | pdf Downloads 845

References

1. Hill JR. Flexible learning environments: leveraging the affordances of flexible delivery and flexible learning. Innov High Educ. 2006;31(3):187-97.
2. Valtonen T, Leppänen U, Hyypiä M, et al. Learning environments preferred by university students: A shift toward informal and flexible learning environments. Learn Environ Res. 2021;24(3):371-88. https://doi.org/10.1007/s10984-020-09339-6
3. Hamilton LA, Suda KJ, Heidel RE, et al. The role of online learning in pharmacy education: A nationwide survey of student pharmacists. Curr Pharm Teach Learn. 2020;12(6):614-625. https://doi.org/10.1016/j.cptl.2020.01.026
4. Adams JL, Law A. Strategic plan priority 1: Enriching the applicant pipeline. Am J Pharm Educ. 2017;81(1). https://doi.org/10.5688/ajpe811S1
5. Raes A, Detienne L, Windey I, et al. A systematic literature review on synchronous hybrid learning: Gaps identified. Learn Environ Res. 2020;23(3):269-90. https://doi.org/10.1007/s10984-019-09303-z
6. Kahn P, Everington L, Kelm K, et al. Understanding student engagement in online learning environments: The role of reflexivity.Educ Technol Res Dev. 2017;65(1):203-18. https://doi.org/10.1007/s11423-016-9484-z
7. Baker W, Pittaway S. The application of a student engagement framework to the teaching of music education in an e-learningcontext in one Australian university. 4th Paris International Conference on Education, Economy and Society, France. 2012.
8. Krause KL. Understanding and promoting student engagement in university learning communities. James Cook University Symposium: Sharing scholarship in learning and teaching: engaging students, Australia. 2005.
9. Horn M, Staker H. Shaping culture for blended learning. School Administrator. 2015;72(10):37-9.
10. Laird TN, Kuh GD. Student experiences with information technology and their relationship to other aspects of student engagement. Res High Educ. 2005;46(2):211-33. https://doi.org/10.1007/s11162-004-1600-y
11. Jaggars SS. Choosing between online and face-to-face courses: Community college student voices. Am J Distance Educ.2014;28(1):27-38. https://doi.org/10.1080/08923647.2014.867697
12. Dabbagh N, Kitsantas A. Supporting self-regulation in student-centered web-based learning environments. InternationalJournal on E-learning. 2004;3(1):40-7.
13. Joffe H, Yardley L. Content and Thematic Analysis. In: Marks DF, Yardley L, eds. Research Methods for Clinical and Health Psychology. Sage Publications; 2004;56-68.
14. Patton MQ. Qualitative research & evaluation methods: Integrating theory and practice. 4th ed. Thousand Oaks, CA: Sage Publications Inc. 2015.
15. Guest G, Namey E, Chen M. A simple method to assess and report thematic saturation in qualitative research. PLoS One. 2020;15(5):1-17. https://doi.org/10.1371/journal.pone.0232076
16. Angelino LM, Williams FK, Natvig D. Strategies to engage online students and reduce attrition rates. J Educ Online. 2007;4(2):1-14.
17. Phirangee K, Malec A. Othering in online learning: An examination of social presence, identity, and sense of community.Distance Education. 2017;38(2):160-72. https://10.1080/01587919.2017.1322457
18. Aytaç T. The problems faced by teachers in Turkey during the COVID-19 pandemic and their opinions. International Journal of Progressive Education. 2021;17(1):404-20. https://10.29329/ijpe.2020.329.26
19. Graumann O. Effects of the COVID-19 pandemic on students and their parents. International Dialogues on Education: Past and Present. 2020;7:52-60.
20. Mather M, Sarkans A. Student perceptions of online and face-to-face learning. International Journal of Curriculum and Instruction. 2018;10(2):61-76.
21. Broadbent J, Lodge J. Use of live chat in higher education to support self-regulated help seeking behaviours: A comparison of online and blended learner perspectives. Int J Educ Technol High Educ. 2021;18(1):1-20. https://doi.org/10.1186/s41239-021-00253-2
22. Klein A, da Silva Freitas J, da Silva J, et al. The educational affordances of mobile instant messaging (MIM): Results of Whatsapp used in higher education. International Journal of Distance Education Technologies. 2018;16(2):51-64. https://doi.org/10.4018/IJDET.2018040104
23. Li L, Xu L, He Y, et al. Facilitating online learning via Zoom breakout room technology: A case of pair programming involving student with learning disabilities. Communications of the Association for Information Systems. 2021;48(1):88-100. https://doi.org/10.17705/1CAIS.04812
24. Singhal M. Facilitating virtual chemistry active learning assignments using advanced zoom features during COVID-19 campus closure. J Chem Educ. 2020;97(9):2711-2714. https://doi.org/10.1021/acs.jchemed.0c00675
25. Christensen E, Anakwe U, Kessler E. Receptivity to distance learning: the effect of technology, reputation, constraints, and learning preferences. Journal of Research on Computing in Education. 2001;33(3):263-279. https://doi.org/10.1080/08886504.2001.10782314
26. Phillips B, Palmer R, Chastain D, et al. Impact of remote delivery on a pharmacists’ patient care process capstone course on development of patient work-up skills. J Am Coll Clin Pharm. 2021;4(2):162-168. https://doi.org/10.1002/jac5.1376
27. Hollenbeck, J. Democracy and computer conferencing. Theory Pract. 1998;37(1):38-45. https://doi.org/10.1080/00405849809543784
28. Zimmerman B. Attaining self-regulation: A social cognitive perspective. In: Boekaerts M, Pintrich P, Zeider M, editors. Handbook of self-regulation. Academic Press. 2000;13-39.
29. Schunk D. Learning theories: An educational perspective. 6th ed. Boston, MA: Pearson Education, Inc. 2012. 
30. Anft M. (Ipsos, Salesforce, and The Chronicle of Higher Education). The connected student report, 2nd Edition; 2021 [cited 2021 Dec 8]. Available from: https://www.salesforce.org/wp-content/uploads/2021/06/connected-student-report-secondedition-06-23-21.pdf