Best Practices for Use of Blended Learning

American Journal of Pharmaceutical Education
Amanda R MargolisMichael E Pitterle

Abstract

Objective. To determine instructional best practice recommendations for use of blended learning from the students' perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance.

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Citations

Jul 1, 2020·Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology·Víctor Quesada
Apr 16, 2020·American Journal of Pharmaceutical Education·A J KleinhekselTasha R Wyatt
Aug 11, 2020·American Journal of Pharmaceutical Education·Kimberly C McKeirnanBrenda S Bray
Nov 7, 2019·Currents in Pharmacy Teaching & Learning·Jaekyu ShinTina Brock
Dec 15, 2019·Currents in Pharmacy Teaching & Learning·Jennifer A WilsonMelissa M Dinkins
Jun 3, 2020·Currents in Pharmacy Teaching & Learning·Leslie A HamiltonAndrea S Franks
Feb 20, 2021·Saudi Pharmaceutical Journal : SPJ : the Official Publication of the Saudi Pharmaceutical Society·Majid AliAbdulrahman Alhajjaji
May 4, 2021·Advances in Medical Education and Practice·Suchismita SarkarShashi Raheja

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