Freeman Maisha Kelly, Schrimsher Robert H, Kendrach Michael G
McWhorter School of Pharmacy, Samford University, Birmingham, AL 35229, USA.
Am J Pharm Educ. 2006 Dec 15;70(6):126. doi: 10.5688/aj7006126.
To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students.
Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures.
More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses.
Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination.
确定药学专业一年级博士生在药物信息入门课程中对在线讲座和测验的看法。
通过正式讲座、在线讲座、在线测验、书面学期项目、基于实践的考试、药学职业练习和期末考试来传授课程内容并评估表现。使用多项选择调查问卷来评估学生对网络课程工具（WebCT）和在线讲座的看法。
超过47%的学生表示在线讲座有助于他们更好地学习材料，77%的学生表示讲座将用于期末考试复习，59%的学生表示他们会在未来课程中使用网络课程工具讲座。约40%的学生同意未来课程应采用在线讲座。
学生表示网络课程工具易于使用；然而，与在线讲座相比，大多数学生更喜欢课堂讲座。在在线测验中表现出色的学生与在期末考试中表现出色的学生之间存在正相关关系。
