Evaluating the online platform of a blended-learning pharmacist continuing education degree program

Figures & data

Table 1 Online course peer-review instrument items linked to principles of distance-based learning

Principles	Developed instrument
Distance-based learning	Category	Subcategory
Dialog	Instructional design	Course information Structure Instructional strategies
	Communication, interaction, and collaboration	All subcategories
	Student evaluation and assessment	Goals and objectives Strategies Grades Feedback Management
	Course evaluation
Structure	Instructional design Communication,	All subcategories
	Interaction and collaboration Student evaluation and assessment	Organization and management
	Learner support and resources Web design Course evaluation	All subcategories All subcategories All subcategories
Autonomy	Instructional design	Course information Structure
	Learner support and resources	Institutional/program support and resources Academic support and resources

From Moore (8), Chickering & Gamson (22).

Table 2 Level of agreement among self-review and peer review

Course	K alpha (all raters)	Cohen alpha (peer-paired raters)	Cohen alpha (QU-paired raters)
Critical appraisal I	0.42	0.28	0.35
Professional skills I	0.34	0.40	0.31
Pathophysiology	0.30	0.03	0.42
Pharmacotherapy I	0.49	0.42	0.53
Interpretation of lab data I	0.24	0.15	0.40
Physical assessment I	0.38	0.38	0.16
Critical appraisal II	0.30	0.97	0.25
Professional skills II	0.40	0.22	0.25
Pharmacotherapy II	0.30	0.40	0.19
Interpretation of lab data II	0.39	0.49	0.30
Physical assessment II	0.40	0.45	0.40
Critical appraisal III	0.40	0.40	0.39
Professional skills III	0.31	0.37	0.12
Pharmacotherapy III	0.30	0.33	0.25

Cohen alpha coefficient was used for paired raters and Krippendorff alpha coefficient for more than two raters.

Judgments were compared according to rated items that ‘do not meet criteria’.

Table 3 Recommendations to improve the blended-learning program

Dialog
Embed an instructor welcome video in the course website
Devise an online icebreaker at the start of each course
Program-wide and course-wide messages to go to all student email accounts
Capitalize on teaching assistant time and expertise to support course maintenance
Communicate clear grading policies and penalties for late submission
Reinforce student codes of conduct and academic integrity
Structure
Post required technical competencies and review at first in-person opportunity
Routine checking of integrity of posted content and media links
Increase use of rubrics in assessment
Share examples and model answers for most assignments
Autonomy
Create a program-wide calendar of all course activities and deadlines
Communicate on-campus session expectations in a timely and prospective fashion

Moore M. Keegan D. Theory of transactional distance. Theoretical Principles of Distance Education. 1997; New York: Routledge. 22–38.

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Chickering AW, Gamson ZF. Seven principles for good practice in undergraduate education. AAHE bulletin. 1987; 3: 7.

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