Background and purpose: Pharmacy students' perception of the effectiveness of remote online learning experienced during the pandemic, and their learning expectations post-pandemic were unknown. The main purpose of this study was to examine students' perceived effectiveness of online teaching and learning activities developed for active learning and pharmacy professional skills development, and the feasibility of online assessments.
Educational activity and setting: A cross-sectional online survey involving second-year pharmacy students of Monash Malaysia (MA) and Monash Australia (PA) campuses was conducted. The survey consisted of 15 Likert-scale multiple-choice questions and an open-ended question. Data were analysed statistically.
Findings: Students at both MA and PA campuses were satisfied with the remote online learning experienced during the pandemic but indicated a preference for a blended learning approach. Students at the MA campus felt that on-campus face-to-face classes were more engaging and advantageous for their learning and skills development (P < .05), and on-campus assessments allowed them to engage and perform better (P < .05) compared with students at the PA campus who felt neutral or disagreed. Both student cohorts were happy with some of the lectures being conducted online synchronously or asynchronously.
Summary: Differences in cultures, and learning behaviour and preference may influence learners' perceptions and expectations of online learning. This study suggests that blended learning involving both online and face-to-face interactive activities may promote engagement, satisfaction, and outcomes of culturally diverse learner populations post-pandemic.
Keywords: Blended learning; Cultural diversity; Learning experience; Pharmacy; Remote online learning.
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