Pharmacy students’ perspective on online lectures during the COVID-19 pandemic: A case study from the University of Belgrade
Апстракт
Introduction: 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) shift due to the 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 (three items),
interaction with peers and lecturers (four items), and
perceived challenges (four 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.
The majority of respondents (79.3%) were junior students.
Among the respondents, 72.6% reported no previous
experience with online learning. Although a relatively high
level of satisfaction was repor...ted (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 lowest mean score was observed for motivation (2.73
± 0.58). Students reported having trouble maintaining
motivation, concentration and focus during online lectures,
which usually took many 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 ability to organise their time flexibly
(71.4%), and with the workload (54.5%), while they were less
convinced that online sessions provided enough
opportunities to reflect on what was 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.
Извор:
Pharmacy Education, 2022, 22, 3, 8-8Издавач:
- European Association of Faculties of Pharmacy
- International Pharmaceutical Federation (FIP)
Напомена:
- European Association of Faculties of Pharmacy (EAFP) Conference Proceedings 2022: Towards Pharmacy 5.0 Education
- Link to the Abstract book version https://farfar.pharmacy.bg.ac.rs/handle/123456789/4375
Повезане информације:
- Друга верзија
https://farfar.pharmacy.bg.ac.rs/handle/123456789/4375
Институција/група
PharmacyTY - CONF AU - Malenović, Anđelija AU - Kovačević, Milena AU - Ivanović, Nevena AU - Protić, Ana AU - Parojčić, Jelena PY - 2022 UR - https://farfar.pharmacy.bg.ac.rs/handle/123456789/4381 AB - Introduction: 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) shift due to the 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 (three items), interaction with peers and lecturers (four items), and perceived challenges (four 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. The majority of respondents (79.3%) were junior students. Among the respondents, 72.6% reported no previous experience with online learning. Although a 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 lowest mean score was observed for motivation (2.73 ± 0.58). Students reported having trouble maintaining motivation, concentration and focus during online lectures, which usually took many 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 ability to organise their time flexibly (71.4%), and with the workload (54.5%), while they were less convinced that online sessions provided enough opportunities to reflect on what was 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. PB - European Association of Faculties of Pharmacy PB - International Pharmaceutical Federation (FIP) C3 - Pharmacy Education T1 - Pharmacy students’ perspective on online lectures during the COVID-19 pandemic: A case study from the University of Belgrade VL - 22 IS - 3 SP - 8 EP - 8 DO - 10.46542/pe.2022.223.135 ER -
@conference{ author = "Malenović, Anđelija and Kovačević, Milena and Ivanović, Nevena and Protić, Ana and Parojčić, Jelena", year = "2022", abstract = "Introduction: 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) shift due to the 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 (three items), interaction with peers and lecturers (four items), and perceived challenges (four 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. The majority of respondents (79.3%) were junior students. Among the respondents, 72.6% reported no previous experience with online learning. Although a 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 lowest mean score was observed for motivation (2.73 ± 0.58). Students reported having trouble maintaining motivation, concentration and focus during online lectures, which usually took many 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 ability to organise their time flexibly (71.4%), and with the workload (54.5%), while they were less convinced that online sessions provided enough opportunities to reflect on what was 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.", publisher = "European Association of Faculties of Pharmacy, International Pharmaceutical Federation (FIP)", journal = "Pharmacy Education", title = "Pharmacy students’ perspective on online lectures during the COVID-19 pandemic: A case study from the University of Belgrade", volume = "22", number = "3", pages = "8-8", doi = "10.46542/pe.2022.223.135" }
Malenović, A., Kovačević, M., Ivanović, N., Protić, A.,& Parojčić, J.. (2022). Pharmacy students’ perspective on online lectures during the COVID-19 pandemic: A case study from the University of Belgrade. in Pharmacy Education European Association of Faculties of Pharmacy., 22(3), 8-8. https://doi.org/10.46542/pe.2022.223.135
Malenović A, Kovačević M, Ivanović N, Protić A, Parojčić J. Pharmacy students’ perspective on online lectures during the COVID-19 pandemic: A case study from the University of Belgrade. in Pharmacy Education. 2022;22(3):8-8. doi:10.46542/pe.2022.223.135 .
Malenović, Anđelija, Kovačević, Milena, Ivanović, Nevena, Protić, Ana, Parojčić, Jelena, "Pharmacy students’ perspective on online lectures during the COVID-19 pandemic: A case study from the University of Belgrade" in Pharmacy Education, 22, no. 3 (2022):8-8, https://doi.org/10.46542/pe.2022.223.135 . .