| Title |
Design it yourself (DIY): in-house instructional design for online pharmacology
|
|---|---|
| Published in |
Advances in Health Sciences Education, January 2014
|
| DOI | 10.1007/s10459-013-9492-2 |
| Pubmed ID | |
| Authors |
Jay Loftus, Tom Stavraky, Bradley L. Urquhart |
| Abstract |
Demand for e-learning courses has risen dramatically placing pressure on institutions to offer more online courses. Third party vendors now offer courses that can be embedded directly into learning management systems. When transitioning from in-class to e-learning formats, instructors must decide whether to use commercially available courses or design in-house. The objective of this study was to evaluate our transition from delivering introductory pharmacology via a purchased e-pack to an in-house designed course. A team that included an instructional designer, an education specialist and a content expert created an online course in pharmacology. Merrill's first principles of instruction were used as a guide for the design of our online course. Where appropriate, multiple forms of media were introduced to reinforce concepts. We compared grades and design strategy from a previous iteration that was delivered using a commercially available e-pack. A cost analysis was conducted to determine the institutional setup and maintenance costs of in-house course design. The mean final grade from the in-house designed course was 81.9 (0.5) % compared to 76.4 (0.5) % for the e-pack course (P < 0.001). Course evaluations were significantly improved for the in-house course compared to the e-pack. Cost-analysis demonstrated that designing a course in-house has a high initial cost ($111,180.57) but can be maintained with minimal institutional cost ($500) in future offerings. Our results demonstrate that effective courses can be designed in-house and this should be a viable option for institutions that have appropriate resources to support instructional design. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 52 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Spain | 1 | 2% |
| United States | 1 | 2% |
| Unknown | 50 | 96% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 7 | 13% |
| Researcher | 6 | 12% |
| Other | 5 | 10% |
| Student > Bachelor | 5 | 10% |
| Student > Doctoral Student | 4 | 8% |
| Other | 14 | 27% |
| Unknown | 11 | 21% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 10 | 19% |
| Social Sciences | 7 | 13% |
| Computer Science | 4 | 8% |
| Psychology | 4 | 8% |
| Pharmacology, Toxicology and Pharmaceutical Science | 3 | 6% |
| Other | 11 | 21% |
| Unknown | 13 | 25% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 25 January 2014.
All research outputs
#15,291,764
of 22,741,406 outputs
Outputs from Advances in Health Sciences Education
#665
of 851 outputs
Outputs of similar age
#188,976
of 306,091 outputs
Outputs of similar age from Advances in Health Sciences Education
#8
of 15 outputs
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