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Related Experiment Video

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Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering

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Published on: June 23, 2023

Electronic integration of prerequisite course content.

Naser Z Alsharif¹, Brian Henriksen

¹School of Pharmacy and Health Professions, Creighton University Medical Center, Omaha, NE 68178, USA.

American Journal of Pharmaceutical Education

|March 12, 2010

Summary

Integrating electronic prerequisite information (EPI) into online courses did not significantly improve student test scores. However, students found the embedded prerequisite information to be a positive learning resource.

Keywords:

curriculum integration medicinal chemistry prerequisite

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Area of Science:

Educational Technology
Pharmacy Education

Background:

Effective learning in science relies on a strong foundation of prerequisite knowledge.
Traditional methods for accessing prerequisite information can be time-consuming for students.

Purpose of the Study:

To assess the impact of electronically integrated prerequisite information (EPI) on student learning outcomes.
To evaluate student perceptions of EPI in a drug action course.

Main Methods:

Prerequisite information for a 'Chemical Basis of Drug Action' course was identified.
This information was embedded in online materials via pop-ups and hyperlinks.
Student performance and feedback were collected.

Main Results:

No significant difference in examination performance was observed between students using EPI and those who did not.
75% of campus students and 87% of distance students rated the impact of EPI positively.

Conclusions:

Electronic integration of prerequisite information did not enhance student academic performance.
Students, both on-campus and remote, perceived EPI as a valuable and positive learning tool.