Student perceptions of online lectures and WebCT in an introductory drug information course.
OBJECTIVE
To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students.


METHODS
Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures.


RESULTS
More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses.


CONCLUSIONS
Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination.
Freeman
Maisha Kelly
MK
McWhorter School of Pharmacy, Samford University, Birmingham, AL 35229, USA. mkelly@samford.edu
Schrimsher
Robert H
RH
Kendrach
Michael G
MG
D003194:Computer-Assisted Instruction / Q000379:methods*; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D020407:Internet; D010465:Perception; D010604:Pharmacy / Q000379:methods; D013339:Students, Pharmacy / Q000523:psychology