American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2016, 4(14), 983-991
DOI: 10.12691/education-4-14-1
Open AccessArticle

Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students

Jorge Reyna1, , Peter Meier1, Francis Geronimo1 and Kenneth Rodgers1

1Faculty of Science, University of Technology Sydney, Australia

Pub. Date: August 19, 2016

Cite this paper:
Jorge Reyna, Peter Meier, Francis Geronimo and Kenneth Rodgers. Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students. American Journal of Educational Research. 2016; 4(14):983-991. doi: 10.12691/education-4-14-1


At the Faculty of Science we introduced the use of digital presentations as assessment tools for third-year pharmacology students. A cohort of 167 students self-allocated into groups of four and were assigned a topic related to the pharmacology lecture material. A one-hour lecture was delivered to discuss digital media principles (visual design, video composition, multimedia learning principles, etc.) and how to apply these to create digital media projects. During practical classes, students developed a storyboard and received feedback and technical advice from tutors. Towards the end of the semester, students uploaded their preliminary presentations to a YouTube channel and received feedback from lecturers, tutors, and peers before submitting the final version. A marking rubric was developed and shared with students at the beginning of the semester. The study used a mixed-methods approach to evaluating the intervention. A comprehensive 35-step questionnaire was used, covering demographics, students’ attitudes towards technology, digital media support, understanding of the assignment, and knowledge construction and skills gained. It also contained five open-ended questions. A high response rate was achieved for the voluntary survey (97/167). Additionally, students reviewed contributions of group members using SPARKPlus, and the marks attained were used to triangulate the questionnaire responses. In summary, the data shows that students found the assignment was engaging, fostered learning and creativity, and that they gained additional skills relevant to their future careers.

digital presentations learner-generated digital media digital video in science education digital storytelling

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