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ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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2017
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Volume 3, No. 4, December 2017
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Implementation of Self-Regulated Learning for Pharmacy Students in Nervous System Pharmaco Therapy
Yosi Febrianti
1
, Saepudin
1
, and Hana Morrissey
2
1. Pharmacy Department, Faculty of Mathematics and Natural Sciences, Universitas Islam Indonesia
2. Faculty of Science and Engineering, University of Wolverhampton
Abstract
—Background: Conventional learning through lecturing decreases students’ involvement whereas students’ active participation in class promises more benefits. The development of active learning method can help hone students’ soft skills in thinking critically and systematically. This study aimed to identify the influence of self-regulated learning (SRL) on students’ active participation and learning outcome in the Nervous System Pharmacotherapy subject. Students’ response towards the self-regulated learning method would also be described. The study used a quasi-experimental quantitative approach with a non-equivalent control group design involving four classes of fifth-semester pharmacy students during December 2016. Students were divided into 2 control groups (155 students) and 2 intervention groups (124 students), which were then divided into 1 case group involving an international lecturer and SRL application as well as 1 case group involving an internal lecturer and SRL application. Learning outcome was assessed based on the average final score and pass rate of all students compared to the average final score of last year’s students, while the active participation was graded from their ability to do a presentation. To identify students’ response towards the learning process using SRL, a questionnaire adopted from other studies was utilized. There was an improvement in the average final score of all students of 2016/2017 as much as 70.94 compared to the average final score of all students of 2015/2016, which was 67.8. The evaluation on students’ active participation showed a relatively satisfactory result with 7.25 average score in Case 1 Group and Case 2 Group and 6.99 in the Control Group. The students also indicated positive responses to the implementation of SRL method, reaching 81.3%. The implementation of self-regulated learning could improve students’ active participation and learning outcome in Nervous System Pharmacotherapy.
Index Terms
—pharmacy, self-regulated learning, pharmacotherapy
Cite: Yosi Febrianti, Saepudin, and Hana Morrissey, "Implementation of Self-Regulated Learning for Pharmacy Students in Nervous System Pharmaco Therapy," International Journal of Learning and Teaching, Vol. 3, No. 4, pp. 289-294, December 2017. doi: 10.18178/ijlt.3.4.289-294
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