2022 Volume 6 Article ID: 2021-038
Online education, bolstered by the spread of COVID-19, has provided a new educational option. First, however, student evaluation of online education must be carefully studied and analyzed. In this study, a questionnaire was given to first to fourth-year students of the Setsunan University Faculty of Pharmaceutical Sciences who had experienced online and face-to-face classes amidst the COVID-19 pandemic throughout the 2020 academic year. The purpose was to investigate their evaluation of online classes in general terms, not limited to specific subjects or grades. The questionnaire was conducted in March 2021 using a Google form anonymously, with 123 (53%), 128 (62%), 90 (41%), and 62 (29%) responses obtained from first to fourth-year students, respectively. The results revealed that the pharmacy students’ overall evaluation of the online classes differed greatly depending on the learning domain, particularly the knowledge domain. The results also suggested higher support and self-efficacy for online learning than face-to-face classes. In the future, it will be necessary to consider lesson designs, including online lessons, that are optimized for the learning domain, objectives, and learner attributes.
