Fig. 1
Schematic presentation of e-learning activity
Fig. 2
A Response rate: pre-test and post-test. B Response rate: feedback
Table 1
Pre-test, post-test scores and cognitive learning gain
|
Score/gain |
Unit 1 (N = 38) |
Unit 2 (N = 32) |
Unit 3 (N = 16) |
Cumulative (N = 16) |
|---|---|---|---|---|
|
Pre-test score (%pre-test) |
4.89 ± 2.22 (48.95) |
3.16 ± 1.72 (31.56) |
3.50 ± 1.63 (35) |
11.56 ± 2.90 (38.54) |
|
Post-test score (%post-test) |
7.84 ± 2.20* (78.42) |
7.19 ± 2.33* (71.88) |
5.75 ± 3.55† (57.50) |
19.94 ± 6.13* (66.46) |
|
Absolute learning gain |
29.47 |
40.31 |
22.50 |
27.92 |
|
Relative learning gain |
60.22 |
127.72 |
64.29 |
72.43 |
|
Class-average normalized gain |
57.73 |
58.90 |
34.62 |
45.42 |
Values of pre-test and post-test score are represented as mean ± SD (%)
Maximum score for each unit: 10, maximum score for e-learning module (cumulative): 30
Absolute gain, relative gain and class-average normalized gain expressed as percentage
* p < 0.001 using Student’s paired t test (pre-test score vs post-test score)
† p = 0.019 using Student’s paired t-test (pre-test score vs post-test score)
Table 2
Students’ perceptions on utilization of learning resource material
|
Sr. no. |
Statements |
Students’ rating | ||
|---|---|---|---|---|
|
Unit 1 (n = 34) |
Unit 2 (n = 30) |
Unit 3 (n = 14) | ||
|
1 |
Improved understanding of topic |
4.50 ± 0.56 |
4.57 ± 0.57 |
4.43 ± 0.85 |
|
2 |
Informative and useful |
4.59 ± 0.50 |
4.40 ± 0.56 |
4.36 ± 0.63 |
|
3 |
User friendly |
4.41 ± 0.66 |
4.23 ± 0.68 |
4.21 ± 0.70 |
|
4 |
Good learning experience |
4.47 ± 0.61 |
4.37 ± 0.67 |
4.43 ± 0.65 |
|
5 |
Will enhance performance in examination |
4.44 ± 0.61 |
4.40 ± 0.62 |
4.43 ± 0.65 |
Values of students’ rating are represented as mean ± SD
Table 3
Students’ perception on E-learning activity
|
Sr. No. |
Statements |
SD |
D |
N |
A |
SA |
Students’ rating |
Mode |
|---|---|---|---|---|---|---|---|---|
|
1 |
Learning atmosphere (non-classroom teaching) during E-learning sessions motivated me as a learner |
0 (0.00) |
0 (0.00) |
1 (4.35) |
11 (47.83) |
11 (47.83) |
4.43 ± 0.59 |
4 |
|
2 |
E-learning sessions enhanced my self-learning ability |
0 (0.00) |
0 (0.00) |
1 (4.35) |
13 (56.52) |
9 (39.13) |
4.35 ± 0.57 |
4 |
|
3 |
E-learning suits my learning style |
0 (0.00) |
1 (4.35) |
5 (21.74) |
11 (47.83) |
7 (30.43) |
4.09 ± 0.73 |
4 |
|
4 |
E-learning sessions complemented traditional learning through didactic lectures |
0 (0.00) |
0 (0.00) |
3 (13.04) |
13 (56.52) |
7 (30.43) |
4.17 ± 0.65 |
4 |
|
5 |
E-learning could replace few didactic lectures in pharmacology |
0 (0.00) |
0 (0.00) |
3 (13.04) |
7 (30.43) |
12 (52.17) |
4.30 ± 0.88 |
5 |
|
6 |
E-learning could be incorporated in pharmacology curriculum |
0 (0.00) |
0 (0.00) |
1 (4.35) |
10 (43.48) |
12 (52.17) |
4.48 ± 0.59 |
5 |
|
7 |
E-learning could be recommended for other subjects as well |
0 (0.00) |
0 (0.00) |
1 (4.35) |
7 (30.43) |
15 (65.22) |
4.61 ± 0.58 |
5 |
|
8 |
E-learning in pharmacology was innovative and useful |
0 (0.00) |
0 (0.00) |
0 (0.00) |
9 (39.13) |
14 (60.87) |
4.61 ± 0.50 |
5 |
N = 23
Values in parentheses indicate percentage
Likert scale: SD strongly disagree, D disagree, N neutral, A agree, SA strongly agree
Table 4
Barriers, facilitating factors and suggestions for E-learning session
|
Barriers |
Facilitating factors |
Suggestions/specific comments |
|---|---|---|
|
Slow internet connection |
Simple, compact and easy to understand presentations |
Digital library facilities at hostels |
|
Non-compatible presentations with mobile phones |
No binding of place, pace and time for learning |
Frequently asked questions should be mentioned at the end of the module |
|
Pre-test and post-test |
Cover entire pharmacology syllabus under this E-learning program | |
|
Test questions in presentations |
Test questions should be provided for download for future references. | |
|
Important points highlighted |
Number of questions should be increased for tests. |
Table 5
Summary of FGD
|
Sr. no. |
Themes of FGD |
Subcategories and comments |
|---|---|---|
|
1 |
Learning resource material (interactive Ppt) |
Positive comments |
|
Ease of access, test after each section, important learning points, easy language | ||
|
Negative comment | ||
|
No animation or video | ||
|
Suggestions | ||
|
Use of animation and videos, clinical cases, ADR photographs | ||
|
Pedagogic value of E-learning module | ||
|
Flexibility of time and place, self-assessment component, learner’s autonomy | ||
|
2 |
E-learning activity |
Motivating factors |
|
Modern way of learning, innovative, exam-oriented topic, readymade notes | ||
|
Best part of E-learning activity | ||
|
No binding of place, pace and time, non-threatening learning environment, self-assessment | ||
|
E-learning vs classroom teaching | ||
|
Non-threatening learning environment, active learning, time conserving | ||
|
Suggestions for implementation | ||
|
Complimentary rather than replacement of traditional teaching, faster internet with Wi-Fi | ||
|
3 |
Interactivity |
Suggested modalities for interaction |
|
Face-to-face interaction in addition to online interaction through email and GoogleGroups | ||
|
4 |
Online assessment |
Positive comment |
|
Easy to mark and submit, compatible with mobile phones, tests are like quiz and motivated for learning | ||
|
Negative comment | ||
|
Scores not displayed after submission of test | ||
|
Suggestions | ||
|
Questions in pre- and post-test should be different with same difficulty level, progressive disclosure of questions | ||
|
5 |
IT facilities on-campus |
Problems and suggested solutions |
|
Slow/suspended internet connection—faster internet connection with Wi-Fi | ||
|
Digital library timing not suitable—extend digital library timing beyond daily teaching schedule | ||
|
No computer terminals and internet at hostel—two to three computer terminals at hostel with internet connection |