BLENDED LEARNING IN THE SCHOOL OF PHARMACY

OPPORTUNITIES

  • Increased faculty/student interaction
  • Improved student learning process: less cramming
  • Technology can facilitate more time for discussion and more active learning
  • Knowledge application can improve fourth-year APPE performance because students more frequently connect knowledge to real world application
  • Extrapolating problem-solving abilities and more creative application for deeper learning
  • The instructor “expert” can model more problem-solving for students
  • Opportunities for more embedded/formative assessments to enhance student’s self-guided mastery and instructors gain a better understanding of where students are at with the material
  • Greater emphasis on teamwork
  • Allows instructors to see threads between courses/areas/themes

CHALLENGES

  • Inconsistent preparation by students and instructors
  • Levels of student buy-in and their ability to adjust to different teaching approaches
  • Efficiency of process and cognitive load: desire students focus on concepts vs details
  • Need for coordination in team taught courses
  • Need for common definition and time expectations across curriculum
  • How to provide credit (to both students and faculty) for course work outside of class
  • Room layout limitations for supporting small group work
  • Lack of data on which activities are most effective and which courses or content areas most appropriate for blended learning