Technology-enhanced constructivist learning environment for pharmacy students

Abstract

Objective: This article focuses on constructive learning theory and demonstrates how digital technologies can develop cognitive and metacognitive abilities in pharmacy students. Method: The mixed methodology was used to analyse pharmacy educators’ (n=10) and students’ (n=26) perceptions of the efficiency of online digital resources for the creation of a constructivist learning environment. The authors adapted Constructivist Multimedia Learning Environment Survey by adding the rubric for self-reflective skills and teachers’ support assessment. The qualitative data was collected by interviewing teachers and through self-reflective open discussions. After the session of webinars and self-paced MOOC on the constructivism approach, teachers transformed video lectures into interactive video lessons, conventional theoretic- oriented tasks into web cases and web quests. Result: Comparing the results of the initial students’ evaluation of traditional learning materials and the updated ones, there were positive dynamics in all six domains (average item mean): learning to communicate (5.4 points), learning to investigate (7.8 points), learning to think (4.2 points), relevance (8.6 points), challenges (0.9 points), ease of use (1.2 points), and quality of support (7.2 points). Conclusion: Experts observed teaching activities for critical thinking and inquiry skills development, personalised communication, and integration of digital technologies. The results of the study indicated that there were positive transformations toward the constructivist learning environment.