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Student perceptions of online lectures and WebCT in an introductory drug information course
Maisha Kelly Freeman1, Robert H Schrimsher, Michael G Kendrach
1McWhorter School of Pharmacy, Samford University, Birmingham, AL 35229, USA. mkelly@samford.edu
Objectives:
To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students.
Design:
Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures.
Assessment:
More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses.
Conclusion:
Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination.
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