Technology-driven self-directed learning of graduate pharmaceutists: Adding value through entrepreneurship

Abstract

The purpose of this study was to identify what effect the entrepreneurship technology-driven environment has on the self-directed learning skills of graduate pharmaceutists. This was quasi-experimental research using quantitative and qualitative instruments to collect and process data. The graduate students majoring in Pharmacy were sampled to form the experimental and control groups. The self-directed learning skills scale, the integrated achievement test, and a retained knowledge test in Chemistry, the entrepreneurial potential self-assessment questionnaire, the questionnaire on computer literacy, and a semi-structured interview were the measurement instruments for the study. The IBM SPSS Statistics software and effect size calculator for t-test were used to process statistical data yielded from measurements. The results suggested that a technology-mediated learning environment combining the professionalism-related online course with an online collaboration-based entrepreneurship project fosters self-directed learning skills bringing substantial educational and professional benefits like developed entrepreneurial skills, computer skills, and better academic performance to the students majoring in Pharmacy. Measurements results of the variables showed that the participants of the experimental group who received project-based online training in entrepreneurship showed ≈20% improvement in self-directed learning skills, entrepreneurial potential, computer literacy, and academic achievements. The intervention model was also perceived positively by the participants. It is recommended that the teachers were trained in Marketing before the delivery of the course.