School of Pharmacy, Griffith University, Queensland, Australia.
Am J Pharm Educ. 2013 Aug 12;77(6):125. doi: 10.5688/ajpe776125.
To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses.
A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students.
Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001).
The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.
评估影响学生使用电子工具参与药理学课程标准课程补充学习的因素。
在两个学期内，为三年级药学学生设计并实施了一套 148 个电子工具（涵盖不同药物类别基本作用机制的互动在线教学材料）。
使用问卷调查工具和对材料的使用统计数据来评估学生对这种新教学策略的参与度和使用情况。在第 1 学期中，电子工具的使用量很低，这一发现归因于大多数（75%）学生要么不知道或忘记了嵌入式电子工具，少数（20%）学生对访问额外学习材料不感兴趣。与第 1 学期相比，在实施了包括电子邮件提醒和激励措施在内的“营销策略”后，第 2 学期电子工具的使用显著增加（p<0.001）。
只有在实施包括电子邮件提醒和激励措施在内的“营销策略”后，在线教学和学习资源的提供才能有效地增加学生的参与度。
