Towards Better Engagement: Barriers and Solutions for Active Learning in an Online Postgraduate Program

This study explored students' experiences with active learning in an online postgraduate Clinical Pharmacy program, focusing on perceived barriers, effective strategies, areas for improvement, and satisfaction with learning resources.

A pragmatic, cross-sectional online survey was conducted between July and October 2024 among current students and recent graduates of the postgraduate Clinical Pharmacy program. Quantitative data were analyzed descriptively, whereas open-ended responses underwent reflexive thematic analysis to identify key patterns and insights. Internal consistency was assessed using Cronbach's alpha. Associations between variables were tested using Kruskal-Wallis and Chi-square/Fisher's Exact tests.

A total of 114 students participated, yielding a 52% response rate. Most respondents (81.6%) agreed that active learning approaches, such as short lectures, quizzes, and case-based learning, enhanced their understanding and engagement. Overall satisfaction with the program was high (80.7%), with the availability of course materials, instructor responsiveness, and access to library resources rated most positively. The main barriers were work-life balance (71.9%) and time constraints (64.9%), particularly among those balancing study with professional and family commitments. Qualitative findings emphasized the importance of regular, personalized feedback, flexible deadlines, real-time case discussions, and opportunities for peer interaction as key facilitators of active learning. Differences in experiences were noted across gender and study stage, highlighting the need for tailored support.

Active learning strategies are highly valued and effective in online postgraduate education, though improvements in support structures remain essential for optimizing student engagement and success. Findings highlight the need for flexible, feedback-rich online designs to support working professionals.