dc.creator | Malenović, Anđelija | |
dc.creator | Kovačević, Milena | |
dc.creator | Ivanović, Nevena | |
dc.creator | Protić, Ana | |
dc.creator | Parojčić, Jelena | |
dc.date.accessioned | 2023-01-16T08:52:11Z | |
dc.date.available | 2023-01-16T08:52:11Z | |
dc.date.issued | 2022 | |
dc.identifier.uri | https://farfar.pharmacy.bg.ac.rs/handle/123456789/4375 | |
dc.description.abstract | Synchronous lectures tend to be used as the prevalent
method of online instruction, irrespective of notable differences
and obvious limitations when compared to their in-person delivery.
Study aim was to assess students’ perspective on online lectures
held during the emergency remote teaching (ERT) due to COVID-19
pandemic.
Method: Students were invited to take part in online survey related
to their experience with ERT. Survey included 25 items related to:
satisfaction (14 items), motivation (3 items), interaction with peers
and lecturers (4 items), and perceived challenges (4 items). A 5-point
Likert scale was employed. Statistical analysis was performed using
the SPSS software.
Results: A total of 387 students participated in the survey. Majority
of respondents (79.3%) were junior students. Among them, 72.6%
reported no previous experience with online learning. Although
relatively high level of satisfaction was reported (mean score
3.91±0.75), challenges were also scored relatively high (3.05±0.99),
while interaction was scored somewhat lower (2.98±0.73), and the
least mean score was observed for motivation (2.73±0.58). Students
reported having trouble to keep motivation, concentration and
focus during online lectures, which usually took long hours per day.
Interaction with peers was reported as unsatisfactory (2.48±1.46),
whereas it was more feasible with lecturers (3.24±1.42). Students
were quite satisfied with the possibility to organize their time flexibly
(71.4%), and with respect to the workload (54.5%), while they were
less convinced that online sessions provide enough opportunities
to reflect on what has been learnt (50,1% agree, 25,1% neither
agree nor disagree).
Conclusions: The results obtained indicate that students are
somewhat hesitant with respect to online lectures as the main mode
of instruction. Lectures, generally, place students in a passive role,
which is further increased in online delivery. In order to support
students’ engagement and success, online lectures should be
combined with more active instructional strategies. | sr |
dc.language.iso | en | sr |
dc.publisher | European Association of Faculties of Pharmacy | sr |
dc.relation.isversionof | https://farfar.pharmacy.bg.ac.rs/handle/123456789/4381 | |
dc.relation.isversionof | https://doi.org/10.46542/pe.2022.223.135 | |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | EAFP Conference 2022, Towards Pharmacy 5.0 Education - Abstract Book | sr |
dc.title | Pharmacy students' perspectives on online lectures during the COVID – 19 pandemic – case study from the University of Belgrade. | sr |
dc.type | conferenceObject | sr |
dc.rights.license | ARR | sr |
dc.description.other | ORAL PREVIEW (usmena prezentacija) | sr |
dc.description.other | Link to the Pharmacy Education version [https://farfar.pharmacy.bg.ac.rs/handle/123456789/4381] | |
dc.identifier.fulltext | http://farfar.pharmacy.bg.ac.rs/bitstream/id/11488/bitstream_11488.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_farfar_4375 | |
dc.type.version | publishedVersion | sr |