University of Tennessee Health Science Center College of Pharmacy, Memphis, TN 38163, USA.
Am J Pharm Educ. 2011 Dec 15;75(10):201. doi: 10.5688/ajpe7510201.
To evaluate faculty members' and students' perceptions of study strategies and materials.
Focus groups were conducted with course directors and first- and second-year students to generate ideas relating to use of course materials, technology, class attendance, and study strategies for mastering class concepts.
Students and faculty members differed in their opinions about the utility of textbooks and supplemental resources. The main learning method recommended by students and faculty members was repeated review of course material. Students recommended viewing classroom lectures again online, if possible. Course directors reported believing that class attendance is important, but students based their opinions regarding the importance of attendance on their perceptions of lecture and handout quality. Results did not differ by campus or by student group (first-year vs. second-year students).
Students and faculty members have differing opinions on the process that could influence learning and course design. Faculty members should understand the strategies students are using to learn course material and consider additional or alternative course design and delivery techniques based on student feedback.
评估教师和学生对学习策略和材料的看法。
对课程负责人和一、二年级学生进行焦点小组讨论，以了解与使用课程材料、技术、课堂出勤率和掌握课堂概念的学习策略相关的想法。
学生和教师对教科书和补充资源的实用性有不同的看法。学生和教师推荐的主要学习方法是反复复习课程材料。如果可能的话，学生建议再次在线观看课堂讲座。课程负责人报告称，他们认为出勤率很重要，但学生对出勤率重要性的看法取决于他们对讲座和讲义质量的看法。结果不因校区或学生群体（一年级与二年级学生）而异。
学生和教师对可能影响学习和课程设计的过程有不同的看法。教师应了解学生用来学习课程材料的策略，并根据学生的反馈考虑额外的或替代的课程设计和交付技术。
