Blending teaching learning process

Information about Blending teaching learning process

Published on August 5, 2014

Author: rtmn



: CONCEPTUAL AND APPLIED UNDERSTANDING OF TOPIC: BLENDED TEACHING MODEL BY MR. T. M. RASALA ASSISTANT PROFESSOR PHARMACEUTICS DEPARTMENT GURUNANAK COLLEGE OF PHARMACY, NAGPUR INTRODUCTION: INTRODUCTION Pharmaceutical education comes under the technical courses and it is important for pharmacy students Pharmacy institutes provides students with the tools for being pharmacists, students may graduate without the ability to use them. One of the barriers to new 1earning is the misconceptions that students may have about the instructional topics. Teaching methods: Teaching methods Traditional didactic teaching method Blended teaching method Traditional didactic teaching method: Traditional didactic teaching metho d Teacher-centred, passive learning Primary role is transferring information Limited practice Problem: Students need more opportunity to apply what is learnt in lectures Lectures: PowerPoint Presentation: Traditional lecture style of pharmacy education is a teacher- centered approach The traditional method is helpful to teachers and lecturers to save the time since prepared data available in books. Most of the students even though fail to answers the simple questions not because of their lack of knowledge but because of their application of knowledge. PowerPoint Presentation: Lecturer should decides- what information is important what the student must learn what information the text should include What determines the student's successful performance. PowerPoint Presentation: Thus, the need for a student-centered approach Thus, there is need for students to fulfil gap in their knowledge Blended teaching method: Blended teaching method PowerPoint Presentation: " a solution that combines several different delivery methods, such as collaboration software, Web-based courses” “Learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced instruction.“ “Blended learning is the effective combination of different modes of delivery, models of teaching and styles of learning PowerPoint Presentation: Blended teaching method the students learn the basic concept of the topic along with their practical application and examples which are in use at job place. Blended learning focuses on optimizing achievement of learning objectives by applying the “right” learning technologies to match the “right” personal learning style to transfer the “right “skills to the “right” person at the “right” time Objectives: Objectives Exploratory Study: To identify the extent to which students struggle with the topics to which they find most problematic Resource Development: To produce online learning materials to enhance the teaching and learning of the topic Development Study: To evaluate these resources from both a student and teacher perspective Exploratory Study: Exploratory Study Workshops and Tutorial Written Answers Animated Videos Questionnaire Resource Development: Resource Development Pre-lecture Lessons and Quiz Lecture Slides Worked Examples Practice Questions Selectivity Videos Development Study: Development Study Student Perspective Exam Results – 2014 vs 2015 Resource Usage Statistics Questionnaire Teacher Perspective Evaluation by external academic staff Development Study: Development Study Student Performance: Significantly more Resource Usage: High uptake Improved performance Questionnaire Feedback will positive Resources aided exam preparation PowerPoint Presentation: Similar kind of study was performed in the Pharmaceutical course of the Gurunanak College of Pharmacy, Nagpur. Methodology Background/settings: The study was carried out in the Pharmaceutics Department of Gurunanak College of Pharmacy under RTM Nagpur University. This department teaches all the subject of undergraduate pharmacy course and post graduate pharmacy course related to pharmaceutics. Experimental Methods: 1. Lesson development 2. Demonstration of lesson 3.Questionnaire PowerPoint Presentation: Participants and study design: The student cohort for this investigation comprised of 60 final year undergraduate and post graduate students of pharmacy at Gurunanak College of Pharmacy. Deliberate efforts were made to ensure that the topic selected i.e. acid- base concept, for this study should contain tremendous pharmaceutical applications. The students have already studied the concept taught by the corresponding teachers who have used didactic lecture pattern under various subject heads. PowerPoint Presentation: The lecture on acid base concept using BL method was delivered by the me. The lecture session was started with a questionnaire as given in ( Following Table ) to analyze the retention of acid base concept by the students. Q.1 List the subjects in which you have encountered the concept of Acid- Base. Q.2 Can you recall the Handerson- Haselbach equation for weak acid or weak base. If yes write. Q.3 Identify the structure as acid or base. And if possible the probable pKa. PowerPoint Presentation: Q.4. The following structure belongs to which class of drug. Whether it is base. Q.5 Label the amines in the above structure as 1 0 , 2 0 , 3 0 . Q.6 Can you tell at the following pH of the GIT – which proton will be released first. pH = 1 pH = 5.8 pH = 7.4 Q.7 A pharmaceutical molecule with antifungal properties is only active when deprotonated and negatively charged (A-). The protonated state (HA) is inactive. If the pKa of this drug is 10.0. (a) Calculate the ratio of protonated to deprotonated compound at physiological pH (7.4). (b) Is this drug likely to be a useful pharmaceutical agent PowerPoint Presentation: In the next stage, the BL lesson on acid base concept was demonstrated to the students. The lecture covered the application of Henderson- Hasselbalch equation, its interpretation and calculation. Feedback from students on BL teaching method was taken to actually judge the significance of the method in the form of some questions. Students were asked to give the answers in the form of different options 1. Strongly agree, 2. Agree, 3. No opinion/confused, 4. Disagree, 5. Strongly disagree Table 3: Percent analysis of retention of acid base concept by the students: Table 3: Percent analysis of retention of acid base concept by the students PowerPoint Presentation: Statistical analysis: Statistical analysis was carried out and all the values were taken in percent. As shown in figure 1and II, it was observed that most of the students were unable to give the answers of the simple questions. 82 percent students knew about the acid base concept and the subject in which they studied the concept but failed to attempt the question related to its applicability. PowerPoint Presentation: Conclusion The result of our study showed that, undergraduate and post graduate students demonstrated as well as believed that, BL was effective and more beneficial than a traditional teaching regimen as an Acid Base Concept. With this feedback provided by the students, we feel that, BL Teaching model could have a role in Pharmaceutical colleges. PowerPoint Presentation: International Journal of Pharmacy Teaching & Practices 2011, Vol.2, Issue 4, 135-138. 135 Enrich Pharmacy Students’ Conceptual and Applied Understanding of Acid- Base Concepts by a Blended Teaching Mod el Vinita Kale; Tirupati Rasala; Shobha Yadav; Govind Lohiya Gurunanak College of Pharmacy, Nari, Nagpur, India PowerPoint Presentation: Quality should be part of every student education THANK YOU

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