Promoting key interactions in a distance medicinal chemistry course

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2 Citations (Scopus)

Abstract

Objective: To describe and document how key interactions in distance education are promoted in a medicinal chemistry course sequence. Design: Factors cited in the literature to affect learner-content, learner-instructor, learner-learner and learner-interface interaction in a distance-based course were identified. Our asynchronous (distance education) infrastructure was built to promote interaction. Course design, content design, course activities and course delivery were organized/planned to promote the four interactions. Student performance on course examinations and the national licensure examination was assessed. Course and instructor evaluation tools were developed to assess student perceptions. Assessment: Distance-students' perceptions of learning and overall course and licensure examination performance was consistent and comparable with campus students. Attrition rate for the distance students was low. Distance students indicated that they felt connected to their classmates and the course instructors, and that they were able to build a learning community. Further, the majority of the distance students indicated that technology was not an impediment to their learning. Conclusion: Strategies to promote interactions in a distance-based course are important to enhance distance student learning and performance.

Original languageEnglish
Pages (from-to)114-125
Number of pages12
JournalCurrents in Pharmacy Teaching and Learning
Volume2
Issue number2
DOIs
StatePublished - Mar 2010

Fingerprint

Pharmaceutical Chemistry
Students
Distance Education
Distance education
Learning
Licensure
Distance Perception
Technology

All Science Journal Classification (ASJC) codes

  • Pharmacy
  • Pharmacology, Toxicology and Pharmaceutics(all)

Cite this

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title = "Promoting key interactions in a distance medicinal chemistry course",
abstract = "Objective: To describe and document how key interactions in distance education are promoted in a medicinal chemistry course sequence. Design: Factors cited in the literature to affect learner-content, learner-instructor, learner-learner and learner-interface interaction in a distance-based course were identified. Our asynchronous (distance education) infrastructure was built to promote interaction. Course design, content design, course activities and course delivery were organized/planned to promote the four interactions. Student performance on course examinations and the national licensure examination was assessed. Course and instructor evaluation tools were developed to assess student perceptions. Assessment: Distance-students' perceptions of learning and overall course and licensure examination performance was consistent and comparable with campus students. Attrition rate for the distance students was low. Distance students indicated that they felt connected to their classmates and the course instructors, and that they were able to build a learning community. Further, the majority of the distance students indicated that technology was not an impediment to their learning. Conclusion: Strategies to promote interactions in a distance-based course are important to enhance distance student learning and performance.",
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