A Comparison of Online (OL) Instruction Vs. Traditional (TD) Classroom Instruction in an Undergraduate Pharmacology Course

Emily A. Mirakian, Master of Physician Assistant Student and LaDonna S. Hale, PharmD Wichita State University, Department of Physician Assistant

ABSTRACT



Background

: Online instruction has become a vital element in higher education. Most published research finds no significant difference between online (OL) and traditional (TD) instruction. 

Purpose

:

Compare student satisfaction and learning outcomes of an undergraduate OL pharmacology course to a TD lecture course taught by the same instructor. 

Methods

:

The OL and TD courses for Fall 05 and Spring 06 Clinical Pharmacology used the same notes, text, learning objectives, and exams. Three validated surveys measured aptitude for OL instruction, preferred learning styles, and student satisfaction with the course and self-perceived progress on relevant objectives. Learning outcomes were also objectively evaluated using exam scores and withdrawal rates. 

Results

:

Mean satisfaction scores for both courses were high, generally > 4.0/5. Mean scores in the TD courses were significantly higher than OL courses regarding overall course satisfaction, instructor’s displayed level of interest in students, students’ perceived ability to share ideas, and self-perceived gains in factual knowledge, fundamental principles and application of material. Mean scores related to difficulty of subject matter were similar between courses. There were no significant differences in objective exam scores or withdrawal rates. 

Conclusions

:

Overall, the OL and TD pharmacology courses had similar withdrawal rates and course grades, indicating similar learning gains. Although the OL students were highly satisfied with the course and their self-perceived knowledge gains, the OL satisfaction ratings were generally lower than those found in the TD courses.

STUDY PURPOSE

To compare the effectiveness of an undergraduate, online pharmacology course to a traditional lecture course taught by the same instructor as measured by:  percent of student withdrawals from course,  mean overall course grade, and  student satisfaction with the course and instructor, self-perceived gains in knowledge and perceived difficulty of the course.

METHODS

Study Population

: 224 students enrolled in a 3-credit hour, undergraduate, clinical pharmacology course in Fall 2005 and Spring 2006 offered as both a traditional and online course both semesters.

Objective Measurements of Learning Outcomes

:

1)

Percent of student withdrawals from the course

2)

Mean overall course grade for students completing all 3 scheduled exams

Survey Measurements:

1) Distance Learning Aptitude (DLA

)

survey measured aptitude for online

2)

instruction.

Canfield’s Learning Styles Inventory (CLSI)

measured preferred learning styles.

3) Standardized Individual Development and Educational Assessment (IDEA)

measured student satisfaction with course/instructor, self-perceived gains in knowledge and perceived course difficulty using a 5-point Likert scale; range 1 strongly disagree to 5-strongly agree.

Table 1

Similarities/Differences between Educational Elements of the Studied OL and TD Courses

Exams

Online (OL)

3 Exams, 100 pts each (last exam being comprehensive)

Traditional (TD)

Same

Similarities / Differences

98% of exam questions are identical between the courses Quizzes Homework None Weekly homework assigned, 2 – 3 pts each Weekly quizzes, 10 pts each None Weekly quizzes are used in the traditional course to reinforce weekly content Due to online testing security concerns, weekly homework were used to reinforce course content. Since these are open-book, the point values are minimal.

All exam questions are derived from the learning objectives Learning Objectives Online Practice Questions Course Text Course Notes Lecture Material Clinical Case Studies Same Available 2 weeks before each exam Same Same Online practice questions were available to both courses Same text used for both courses Same 10% of exam questions come from the text rather than the notes 110 page note packet required for the course Same Same notes packet used for both courses Approximately 2.5 hrs of video lecture viewing required each week Approximately 2.7 hrs spent each week in the class room Students in the TD course also had access to the same video lectures used in the online class Students complete 2 of 4 cases individually. Groups of 4 – 6 meet online for synchronous discussion of answers. Each group posts one set of answers. Students review and comment on each other’s work.

Students complete 4 cases either individually or in groups as homework. Students form teams of 5 – 7. Teams use an audience response system to answer questions as each case is discussed. Correctness of answers is not directly graded. Full participation is worth 5 pts.

RESULTS

Student Withdrawal Rates Mean Course Grades Distance Learning Aptitude (DLA) Survey Canfield’s Learning Styles Inventory (CLSI) Student Characteristics

Online (OL)

28% 83.5%



10.6

Traditional (TD)

22% 83.0%



10.7

similar similar similar similar similar similar

Other

p = 0.148

p = 0.768

Survey completion rate > 45% Survey completion rate > 45% Survey completion rate > 45%



IDEA Survey Results: See Table 2

 IDEA scores in the TD courses were significantly higher than the OL courses regarding:  overall course satisfaction, instructor’s displayed level of interest in students, students’ perceived ability to share ideas, and self-perceived gains in factual knowledge, fundamental principles, and application of material.

 IDEA scores were similar in regards to amount of reading and difficulty of subject matter  Mean scores in the OL courses were higher for amount of work in non-reading assignments.

Table 2 Main Results of IDEA Survey

Establishing Rapport Student Involvement Structuring Classroom Experiences Student Collaboration Stimulating Student Interest Gains in Learning Objectives Course Difficulty Overall Rating

Online Instructor’s level of interest in students Helped student answer own questions

Explained academic performance criticism 4.14  4.12  3.90  4.02  Encouraged student-faculty interaction Ability to utilize alternative resources Related course material to real life Provided “real life” activities/projects Clarified topic significance 3.90  4.84  4.37  4.72  Explained course material clearly/concisely 4.70 

Traditional p-Value

1.01

1.03

1.17

1.18

4.50  4.48  4.01  4.33  1.25

4.19  0.53 4.83  0.93

0.55

0.74

4.39  4.69  4.72  0.82

0.81

1.15

0.98

1.00

0.529

0.86

0.64

0.72

0.018

0.017

0.590

0.092

0.135

0.945

0.906

0.743

0.870

Gave tests, assignments, etc. that covered most important points Encouraged students to stay current Provided timely/frequent feedback Encouraged students to assist each other Formed discussion groups

Encouraged students to share ideas

Stimulated students intellectual efforts Introduced stimulating ideas about subject Inspired students to achieve challenging 4.63  0.87

4.63  4.36  3.95  4.51  3.31  4.44  4.51  0.69

0.91

1.08

0.77

1.47

0.85

0.77

4.21  1.04

4.66  0.71

4.63  4.49  4.29  4.41  4.03  4.59  4.67  0.68

0.79

0.97

0.91

1.16

0.76

0.58

4.35  0.91

0.795

0.973

0.347

0.054

0.520

0.005

0.267

0.219

0.393

goals Demonstrated significance of material

Gains in fundamental principles Gains in factual knowledge Gains in application of material

Ability to find and use multiple resources Difficulty of subject material Amount of reading required

Work in non-reading assignments I worked harder on this course than

4.74  4.10  4.21  4.05  4.57  4.05  3.49  4.09  0.58

1.03

0.87

1.13

0.83

0.75

0.77

0.87

3.79  1.01

4.78  4.40  4.57  4.51  4.37  4.19  3.55  3.43  0.57

0.77

0.76

0.74

0.96

0.73

0.82

0.99

4.25  0.84

0.749

0.043

0.011

0.015

0.210

0.281

0.672

<0.001

0.004

others

I put forth more effort than others Overall, I rate this

instructor

as excellent

Overall I rate this course as excellent

3.91  4.42  4.33  0.78

1.01

0.99

3.75  4.74  4.65  0.93

0.65

0.69

0.326

0.055

0.048

DISCUSSION

 Due to increasing demands for online education, evaluating the quality of online courses is important.

 While most published research has found no significant difference between online and traditional instruction, our study does illustrate some statistically significant differences in student perceptions and course satisfaction.  The lower satisfaction related to instructor and peer interaction may reflect the less frequent personal interaction that generally occurs in online courses. High quality and quantity of instructor and peer interaction can occur in online courses and should be encouraged.  The online students were less satisfied with their gains in knowledge and application of material; however, there were no significant differences in exam scores which required them to apply knowledge and express factual knowledge and fundamental principles.  The varied responses to workload/effort may indicate real differences in type of workload expectations, but not necessarily overall workload/effort.

CONCLUSION

Overall, the online and traditional pharmacology courses had similar withdrawal rates and course grades, indicating similar learning gains. Although the online students were highly satisfied with the course and their self-perceived knowledge gains, the online satisfaction ratings were generally lower than those found in the traditional courses.