Undergraduate Pharmacy student’s perspectives and attitudes toward the online teaching of analytical chemistry courses: A cross-sectional study

Abstract

Background: Online learning has become a valuable tool that when properly implemented, shows beneficial results compared with in-class teaching. However, several factors impact its beneficial effects, such as students' acceptance, knowledge, and perception, and thus should be studied. This study aimed to assess students' attitudes toward online analytical chemistry learning; to identify the challenges that they face during their online learning; and to assess their academic and attendance performances and compare them with their face-to-face performance. Methods: By using Google Forms, a cross-sectional survey was conducted to collect information from undergraduate pharmacy students who studied online analytical chemistry courses. Results: The survey indicated that the students had good knowledge about online resources. The data showed that the students had satisfactory feelings toward online teaching and gained good knowledge. However, the data revealed that the students faced challenges, especially with the practical sessions of the analytical chemistry courses. The results showed a statistically significant difference in academic performance between the first and second terms and between the online and in-class sessions (P < 0.0001 for all). Conclusion: A high percentage of the participants reported that they had good knowledge of e-learning tools and were satisfied with online learning. However, challenges such as Lack of training on the instrumental and experimental aspects of the laboratory and the lack of social interaction should be considered to improve the overall online learning process.