Convention Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p261095_index.html Direct Link: HTML Code:

Congdon, Heather., Lebovitz, Lisa., Charneski, Lisa. and Butko, Peter. "Traditional vs. Distance Curriculum Delivery: Evaluation of Student Performance on Two Campuses" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Jul 19, 2008 <Not Available>. 2009-03-04 <http://www.allacademic.com/meta/p261095_index.html>

Congdon, H. B., Lebovitz, L. , Charneski, L. and Butko, P. , 2008-07-19 "Traditional vs. Distance Curriculum Delivery: Evaluation of Student Performance on Two Campuses" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy <Not Available>. 2009-03-04 from http://www.allacademic.com/meta/p261095_index.html

Publication Type: Abstract Abstract: Objectives: To compare academic performance between students enrolled at a distance learning campus and those receiving traditional-style education on the main campus. Methods: Pharmacy students in our program receive education either in traditional style (live classroom lectures) on the main campus in Baltimore or through asynchronous delivery (watching recorded lectures and attending live faculty-led small group activities and office hours) on the distant education campus in Rockville. Identical exams and quizzes were administered simultaneously on both campuses and graded by the lecturer in Baltimore. Scores from tests, quizzes, and projects were statistically evaluated with GraphPad Prism software. Results: In the Fall 2007, the Baltimore and Rockville campuses had 120 and 40 first-year students, respectively, with insignificant differences in prepharmacy GPA (3.43 vs. 3.18) and PCAT scores (88.54 vs. 88.13). Twenty-six written assessments were administered on each campus. Grades on the majority (37) of the 52 assessments satisfied the test for normal distribution. Means (± standard deviation) were calculated for each assessment on each campus and they were compared between the two campuses using a two-tailed paired t-test. The mean-of-the-means values were 85.49 ± 5.81 and 85.77 ± 5.37 for the Baltimore and Rockville campuses, respectively. The difference was not statistically significant (P = 0.41). Implications: Student performance, assessed by grades, was equivalent on both campuses. This indicates that hybrid delivery of education can provide comparable outcomes to those offered by traditional methods of learning.

Student Engagement: Participation of Students at a Distance Education Campus in Student Organizations

Evaluating Pharmacy Students’ Preferences for Delivery Methods of Course Evaluations

Differences in student performance based on student and lecture location when using distance learning technology

Management by Results: Student Evaluation of Faculty Teaching and the Mismeasurement of Performance