IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v19y2022i7p3902-d779188.html
   My bibliography  Save this article

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Author

Listed:
  • Ahmad A. Shahba

    (Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia)

  • Zaid Alashban

    (Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia)

  • Ibrahim Sales

    (Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia)

  • Abdelrahman Y. Sherif

    (Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia
    Kayyali Chair for Pharmaceutical Industries, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia)

  • Osman Yusuf

    (Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia)

Abstract

Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018–2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly ( p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL ( p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.

Suggested Citation

  • Ahmad A. Shahba & Zaid Alashban & Ibrahim Sales & Abdelrahman Y. Sherif & Osman Yusuf, 2022. "Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(7), pages 1-19, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:3902-:d:779188
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/19/7/3902/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/19/7/3902/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Aithal, Architha & Aithal, Sreeramana, 2020. "Development and Validation of Survey Questionnaire and Experimental Data – A Systematical Review-based Statistical Approach," MPRA Paper 104830, University Library of Munich, Germany.
    2. Mi-Kyoung Cho & Mi Young Kim, 2021. "Factors Influencing SDL Readiness and Self-Esteem in a Clinical Adult Nursing Practicum after Flipped Learning Education: Comparison of the Contact and Untact Models," IJERPH, MDPI, vol. 18(4), pages 1-12, February.
    3. Aithal, Architha & Aithal, Sreeramana, 2020. "Development and Validation of Survey Questionnaire & Experimental Data – A Systematical Review-based Statistical Approach," MPRA Paper 103996, University Library of Munich, Germany.
    4. Michael E. O'Neill & Ky L. Mathews, 2002. "Levene Tests of Homogeneity of Variance for General Block and Treatment Designs," Biometrics, The International Biometric Society, vol. 58(1), pages 216-224, March.
    5. Ahmed Alsoufi & Ali Alsuyihili & Ahmed Msherghi & Ahmed Elhadi & Hana Atiyah & Aimen Ashini & Arwa Ashwieb & Mohamed Ghula & Hayat Ben Hasan & Salsabil Abudabuos & Hind Alameen & Taqwa Abokhdhir & Moh, 2020. "Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning," PLOS ONE, Public Library of Science, vol. 15(11), pages 1-20, November.
    6. Antonio Jesús Ramos-Morcillo & César Leal-Costa & José Enrique Moral-García & María Ruzafa-Martínez, 2020. "Experiences of Nursing Students during the Abrupt Change from Face-to-Face to e-Learning Education during the First Month of Confinement Due to COVID-19 in Spain," IJERPH, MDPI, vol. 17(15), pages 1-15, July.
    7. Virginia Gewin, 2020. "Five tips for moving teaching online as COVID-19 takes hold," Nature, Nature, vol. 580(7802), pages 295-296, April.
    8. T Gonzalez & M A de la Rubia & K P Hincz & M Comas-Lopez & Laia Subirats & Santi Fort & G M Sacha, 2020. "Influence of COVID-19 confinement on students’ performance in higher education," PLOS ONE, Public Library of Science, vol. 15(10), pages 1-23, October.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Uthman Alturki & Ahmed Aldraiweesh, 2022. "Adoption of Google Meet by Postgraduate Students: The Role of Task Technology Fit and the TAM Model," Sustainability, MDPI, vol. 14(23), pages 1-22, November.
    2. Omar Altwijri & Elham Alsadoon & Ahmad Abdul-Wahhab Shahba & Walid Soufan & Saud Alkathiri, 2022. "The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom," Sustainability, MDPI, vol. 14(22), pages 1-20, November.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Hiromi Kawasaki & Satoko Yamasaki & Yuko Masuoka & Mika Iwasa & Susumu Fukita & Ryota Matsuyama, 2021. "Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues," IJERPH, MDPI, vol. 18(5), pages 1-16, March.
    2. Mei-Hui Peng & Bireswar Dutta, 2022. "Impact of Personality Traits and Information Privacy Concern on E-Learning Environment Adoption during COVID-19 Pandemic: An Empirical Investigation," Sustainability, MDPI, vol. 14(13), pages 1-19, June.
    3. Hüseyin Uzunboylu & Gönül Akçamete & Nilgün Sarp & Mukaddes Demirok, 2022. "Primary Schoolteachers’ Opinions about Gifted Education Programmes in Distance Education," Sustainability, MDPI, vol. 14(24), pages 1-25, December.
    4. Fadly Syah Arsad & Rozita Hod & Norfazilah Ahmad & Mazni Baharom & Fredolin Tangang, 2022. "The Malay-Version Knowledge, Risk Perception, Attitude and Practice Questionnaire on Heatwaves: Development and Construct Validation," IJERPH, MDPI, vol. 19(4), pages 1-11, February.
    5. Kacper Nijakowski & Anna Lehmann & Jakub Zdrojewski & Monika Nowak & Anna Surdacka, 2021. "The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(9), pages 1-15, April.
    6. Valentin Kuleto & Milena P. Ilić & Nevenka Popović Šević & Marko Ranković & Dušan Stojaković & Milutin Dobrilović, 2021. "Factors Affecting the Efficiency of Teaching Process in Higher Education in the Republic of Serbia during COVID-19," Sustainability, MDPI, vol. 13(23), pages 1-20, November.
    7. Fernando Suárez & Juan Carlos Mosquera Feijóo & Isabel Chiyón & Marcos García Alberti, 2021. "Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills," Sustainability, MDPI, vol. 13(21), pages 1-20, November.
    8. Piotr Przymuszała & Šucja Zielińska-Tomczak & Michał Kłos & Angelika Kowalska & Paulina Birula & Martyna Piszczek & Magdalena Cerbin-Koczorowska & Ryszard Marciniak, 2022. "Distance Learning and Assessment During the COVID-19 Pandemic—Perspectives of Polish Medical and Healthcare Students," SAGE Open, , vol. 12(1), pages 21582440221, March.
    9. Laura Ihm & Han Zhang & Alexandra van Vijfeijken & Mark G. Waugh, 2021. "Impacts of the Covid‐19 pandemic on the health of university students," International Journal of Health Planning and Management, Wiley Blackwell, vol. 36(3), pages 618-627, May.
    10. Juana Inés Gallego-Gómez & María Campillo-Cano & Aurora Carrión-Martínez & Serafín Balanza & María Teresa Rodríguez-González-Moro & Agustín Javier Simonelli-Muñoz & José Miguel Rivera-Caravaca, 2020. "The COVID-19 Pandemic and Its Impact on Homebound Nursing Students," IJERPH, MDPI, vol. 17(20), pages 1-12, October.
    11. Vida Navickiene & Valentina Dagiene & Egle Jasute & Rita Butkiene & Daina Gudoniene, 2021. "Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities," Sustainability, MDPI, vol. 13(17), pages 1-16, September.
    12. Krishna Chakravarty & Jagannath Singh, 2024. "A dissection of agile software development in changing scenario and the sustainable path ahead," International Journal of System Assurance Engineering and Management, Springer;The Society for Reliability, Engineering Quality and Operations Management (SREQOM),India, and Division of Operation and Maintenance, Lulea University of Technology, Sweden, vol. 15(6), pages 2606-2622, June.
    13. Víctor Revilla-Cuesta & Marta Skaf & Juan Manuel Varona & Vanesa Ortega-López, 2021. "The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?," IJERPH, MDPI, vol. 18(4), pages 1-23, February.
    14. Margarida Rodrigues & Rui Silva & Mário Franco, 2021. "Teaching and Researching in the Context of COVID-19: An Empirical Study in Higher Education," Sustainability, MDPI, vol. 13(16), pages 1-18, August.
    15. María del Carmen Olmos-Gómez, 2020. "Sex and Careers of University Students in Educational Practices as Factors of Individual Differences in Learning Environment and Psychological Factors during COVID-19," IJERPH, MDPI, vol. 17(14), pages 1-19, July.
    16. Snigdha Choudhury, 2024. "Exigency-driven Academic Motivation of Learners: A Comparative Analysis During COVID and pre-COVID Scenario," IIM Kozhikode Society & Management Review, , vol. 13(1), pages 101-114, January.
    17. Haibin Sun & Tingting Liu, 2021. "Student-Centered Online Teaching Practices in Theoretical Mechanics," Higher Education Studies, Canadian Center of Science and Education, vol. 11(2), pages 233-233, June.
    18. Manuel-Jesús Perea-Rodríguez & Juan-Agustín Morón-Marchena & María-Carmen Muñoz-Díaz & David Cobos-Sanchiz, 2021. "Adult Education: A Sustainable Model for the Reduction of Psychosocial and Educational Risks Caused by COVID-19," Sustainability, MDPI, vol. 13(9), pages 1-12, May.
    19. Luis Iván Mayor-Silva & Manuel Romero-Saldaña & Antonio Gabriel Moreno-Pimentel & Ángela Concepción Álvarez-Melcón & Rafael Molina-Luque & Alfonso Meneses-Monroy, 2022. "Psychological Impact during Confinement by COVID-19 on Health Sciences University Students—A Prospective, Longitudinal, and Comparative Study," IJERPH, MDPI, vol. 19(16), pages 1-10, August.
    20. Jun Xin Lee & Ahmad Hathim Ahmad Azman & Jing Yi Ng & Noor Akmal Shareela Ismail, 2022. "Deciphering Learning Motivation in Open Distance Learning towards Sustainable Medical Education," Sustainability, MDPI, vol. 14(8), pages 1-13, April.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:3902-:d:779188. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.