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Education Research International
Volume 2014, Article ID 934854, 11 pages
http://dx.doi.org/10.1155/2014/934854
Research Article

A Comparative Study to Evaluate the Educational Impact of E-Learning Tools on Griffith University Pharmacy Students’ Level of Understanding Using Bloom’s and SOLO Taxonomies

1School of Pharmacy, Griffith University, Gold Coast Campus, Gold Coast, QLD 4222, Australia
2School of Medical Science, Griffith University, Gold Coast, QLD 4222, Australia
3School of Medicine, Griffith University, Gold Coast, QLD 4222, Australia

Received 27 August 2014; Revised 10 November 2014; Accepted 24 November 2014; Published 9 December 2014

Academic Editor: Angela M. O’Donnell

Copyright © 2014 Abdullah Karaksha et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Objectives. To design a series of e-learning tools within the framework of a defined educational pedagogy to complement the conventional pharmacology curriculum at Griffith University and evaluate the impact of this strategy on student level of understanding through taxonomic classification of student final exam answers. Methods. A series of 148 e-learning tools was designed for 3rd year undergraduate pharmacy students and incorporated into their curriculum during 2012. The educational benefits of the e-learning tools were evaluated by analyses of student level of understanding (by SOLO taxonomy) at the final exams between the control group (standard curricula) in 2011 and the intervention group (standard curricula + e-learning tools) in 2012. Results. Backward linear regression analysis demonstrated GPA to be the most significant predictor of level of understanding, while the intervention group was a highly significant predictor for greater level of understanding in semester two. Conclusion. E-learning tools appeared to significantly improve student level of understanding as scored by the SOLO taxonomy when students engaged highly with the tools.