Faculty of Pharmacy, Universiti Teknologi MARA, Puncak Alam, Selangor, Malaysia.
Email: aisyahsaad@gmail.com
Abstract
Introduction: Following the outbreak of the Covid-19 pandemic in early 2020, the traditional face-to-face delivery moved to online distance learning (ODL). New to the university’s online learning environment are the first-year students. This study explores perceptions and experiences of the first-year undergraduate pharmacy students learning via the ODL mode during the Covid-19 pandemic. Objective: This study aims to gain an understanding of the students’ learning issues and concerns during ODL. Method: Students’ responses were collected and analysed using thematic analysis. Result: The findings revealed three broad themes of learning issues and concerns during ODL: (1) adapting to online distance learning mode, (2) feeling overwhelmed and increased stress, and (3) support and guidance during online learning. The results indicate the need for enhanced teaching and social presences during ODL. Conclusion: Adapting to ODL seems to take longer time than expected for the first-year pharmacy students. It appears that they struggled to manage their lives and studies in remote learning, thus requiring more support and direct instruction.
Abstract
Introduction: In the context of pharmacy education worldwide and in Malaysia, the use of digital technologies to promote higher level thinking and discussions is seen as preparing the millennials as pharmacists in the 21st century. Together with leveraging on millennials’ penchant for mobile technology, gamified online quizzes as an assessment tool that help promote active and collaborative learning in a Medicinal Chemistry course have been used. Objectives: This study investigates students’ perception of the impact of gamified online quizzes on their learning in a Medicinal Chemistry course. Method: This study employs mix method research comprising descriptive analysis, content analysis from informal chats and researchers’ observation to gather the findings for the study. Three gamified online quizzes using Quizizz, were implemented outside classroom time, in place of traditional quizzes. Multiple attempts were allowed within a stipulated time. As interventions, post-quiz discussions were conducted during class time. Students completed an end-of-the-course survey. Results: Out of 63 respondents, more than 96% felt that the gamified online quizzes enhanced their learning as they learned from the instant feedback, their mistakes and post-quiz discussions. Overall student performance based on the percentage and accuracy of answering the quiz improved with time. Student qualitative comments on the survey, the course social media (closed group) and informal chats supported the findings from the descriptive data analysis of the study. Conclusions: From students’ perception, the gamified online quizzes were found to be enjoyable and effective in enhancing active, peer learning in an undergraduate medicinal chemistry course outside class time. For instructors, the online quiz served as an efficient tool for formative assessment in a large classroom setting, and could replace traditional classroom quizzes.