Abstract
Introduction:
The flipped classroom approach, widely adopted in pharmacy education1, combines AOL with in-class workshops to foster learner-centric pedagogy. Effective AOL requires meaningful, memorable, and motivational content to encourage self-directed learning. Pre-recorded lectures often lack interactivity and immediate feedback, hindering active learning and knowledge retention. Articulate Rise, an e-learning platform, addresses these issues by incorporating multimedia elements and interactive activities, enhancing the learning experience. This study explores whether the benefits of Articulate Rise translate into improved learning outcomes for pharmacotherapy.
Methods:
Year 2 Diploma in Pharmaceutical Science learners participated in learning experience surveys before and after partaking in the instructor-designed pharmacotherapy AOLs via Articulate Rise. The surveys were based on the 3M (Meaningful, Motivational, Memorable) framework and measured on a 5-point Likert scale. Differences between the surveys and the reliability of the findings were assessed with significance set at p = 0.05.
Results & Discussions:
81 (93.1%) and 74 (85.1%) learners participated in the pre- and post-surveys, respectively. No significant differences were found in the composite measures of the 3Ms of learning experience design. Good internal consistency between the components and each of the 3Ms was established, confirming the survey’s reliability in assessing the AOL’s effectiveness. A similar trend was observed across the eight components of the 3M, except for “attention” (p=0.043); learners suggested enhancing the audio-visual inputs to better explain pharmacology concepts and maintain motivation for the AOL.
Conclusions:
Articulate Rise is a relevant AOL approach in conducting pharmacotherapy lessons, provided the learner’s attention is actively maintained.
Author Information
Cheng Keat Tan, Nanyang Polytechnic, Singapore
Annie Ng, Nanyang Polytechnic, Singapore
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