Students and faculty perception of Active Learning: a case study

Authors

  • Andrea Manfrin UCLan (University of Central Lancashire)
  • Simin Wadiwala University of Sussex
  • Bugewa Apampa University of Sussex

Keywords:

Active learning, evaluation, perceptions, pharmacy

Abstract

Active Learning (AL), a pedagogical approach during which students focus on application of knowledge rather than memorisation was integrated into a new undergraduate pharmacy curriculum in a UK University. This paper evaluates student and faculty perceptions of AL. First and second year students enrolled on the pharmacy course and faculty members were invited to respond to an online questionnaire covering three domains: value, effort and instructor contribution during AL sessions. Thirty-five students (58.3%) and 9 (60%) faculty members participated in the study. Nine AL sessions were provided. A difference in the perceived effectiveness of AL between students and faculty was identified mostly in two AL activities: patient as teacher (an expert patient talking about his/her condition to pharmacy students) and prescription review. Students and faculty confirmed the value of the AL activities with agreeing and strongly agree. Students confirmed they put effort into these activities and recognised the instructor contribution during the sessions. Overall, students and faculty had a positive perception of the AL sessions.

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Author Biographies

Andrea Manfrin, UCLan (University of Central Lancashire)

Andrea Manfrin is chaired professor of pharmacy practice, with experience in health services research and pharmacy practice research

School of Pharmacy and Biomedical Science, Faculty of Clinical & Biomedical Sciences,  University of Central Lancashire, Preston, United Kingdom

Simin Wadiwala, University of Sussex

Simin Wadiwala is a postgraduate student.

Sussex Pharmacy, School of Life Sciences, University of Sussex, Brighton UK

Bugewa Apampa, University of Sussex

Bugewa Apampa is professor of pharmacy education with extensive experience of pharmacy education and curriculum development.

Sussex Pharmacy, School of Life Sciences, University of Sussex, Brighton UK

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Published

2020-03-09

How to Cite

Manfrin, A., Wadiwala, S., & Apampa, B. (2020). Students and faculty perception of Active Learning: a case study. Student Engagement in Higher Education Journal, 3(1), 213–230. Retrieved from https://sehej.raise-network.com/raise/article/view/1012

Issue

Vol. 3 No. 1 (2020): Relationships, partnerships and identities

Section

Case studies/Practice Pieces

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