E-learning Solutions Research Articles

Production and Utilization of Moodle-Based e-Learning to Enhance Higher-Order Thinking Skills with the STEM Approach

This study aimed to develop a Moodle-based e-learning platform with a valid, practical, and effective STEM approach to enhance Higher-Order Thinking Skills (HOTS). The research methodology employed for development purposes was the ADDIE model, consisting of five distinct phases: Analysis, Design, Development, Implementation, and Evaluation. The selection of research subjects for the field trial was conducted through cluster random sampling, wherein experimental and control classes were chosen. The experimental class utilized a Moodle-based e-learning solution for instructional purposes, while the control class adhered to traditional learning methods. Data were collected using validated questionnaires and written tests. The findings indicated that the Moodle-based e-learning products with a STEM approach are effective in enhancing students’ higher-order thinking skills. This was evident from the average n-Gain gain falling in the "medium" category at 0.62 and an effect size also in the "medium" category at 0.43. Student responses to the Moodle-based e-learning were very positive. Based on the research findings, the researcher offers some recommendations. Teachers aiming to utilize this product could enhance its effectiveness by incorporating additional platforms into their learning activities and resources. Additionally, other researchers interested in advancing further studies can introduce problem-solving activities to stimulate higher-order thinking skills (HOTS) in everyday situations. In conclusion, the Moodle-based STEM e-learning product is effective in enhancing students' HOTS.

The Factors Enabling Adoption of E-learning Post Covid-19 Pandemic for Teaching and Learning in Selected Secondary Schools in Tanzania

This study assessed the factors enabling adoption of e-learning post Covid-19 pandemic in selected secondary schools in the Dodoma region of Tanzania. Specifically, the study wanted to determine the use of e-learning post, Covid-19 pandemic from the perspective of students, teachers, and ICT support staff in selected Secondary schools in Dodoma, Tanzania; to identify strategies used by teachers to teach e-learning all through the post-covid-19 pandemic in selected Secondary schools in Dodoma, Tanzania; and to identify factors enabling students to use e-learning during the post-covid-19 pandemic in selected Secondary schools in Dodoma, Tanzania. The study was guided by the Technology acceptance (TAM) as advocated by Davis in 1989 in creating variables and constructs used in the study. The study employed a mixed research approach in which both quantitative and qualitative techniques were used. The study used a sample size of 492 obtained by simple random sampling. The findings showed that e-learning is associated with various perceptions of teachers and students which were identified as follows; 47.8% are of the view that e-learning lacks a proper implementation mechanism in secondary schools. The factors for the adoption of e-learning were such as perceived ease of use, attitude towards use and perceived usefulness which revealed that e-learning is good system used in teaching students in secondary schools. This study recommends on the selection of the right e-learning software solution compatible with contemporary secondary school. This study also recommends for the creation of the multi – format contents to the user, such as reading e-books, viewing videos, and listening to audiobooks, learners may learn concepts and gain information via e-learning solutions. The study also recommends to stakeholders to ensure overcoming of the implementation challenges of e-learning.

An Evaluation of Open Source Adaptive Learning Solutions

The education sector has never been so shaken up as much as this past year. COVID-19 has imposed new rules. Several countries were forced to switch overnight from a traditional educational model to a full eLearning one. Like most other countries, the Moroccan government decided to promote distance learning by implementing several initiatives, though they remained at an embryonic stage. To contribute to the movement of transforming the national educational landscape, we aimed to develop a solution that will leverage the technological advances in this field and influence the ways students learn. This will be possible by providing learners with the latest features enabling online and adaptive learning modes. Hence, the purpose of this first study is to provide an empirical evaluation of the existing open source Ed-tech projects, which will serve as the basis for the development of our global adaptive eLearning solution. Unlike existing work, which is based on literature reviews to compare the existing adaptive eLearning platforms, we have used the OpenBRR assessment methodology as a comparison methodology due to its flexibility and ease of use. This work will help us to understand the concepts of adaptivity in education. It will also describe the most popular open source Maturity Models as well as provide a clear idea about the differences between these Ed-tech open source solutions.

Implementation of eLearning solutions for patients with chronic pain conditions.

Digital and mobile (mHealth) solutions are online or application-based services intended to support individuals with health needs. Despite evidence supporting the use of mHealth for patients with chronic pain, and the increasing desire of these types of solutions by both patients and providers, adoption of mHealth solutions remains limited. Implementation mapping can serve as a practical method to facilitate implementation and adoption of mHealth solutions within healthcare settings. Implementation mapping was used to develop implementation strategies based on contextual determinants organized within the Consolidated Framework for Implementation Research (CFIR) for mHealth eLearning solutions across an integrated, multi-site healthcare system. We describe our experience identifying stakeholders, delineating implementation facilitators and barriers, defining implementation outcomes using RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework, outlining initial implementation strategies, and iterating on implementation strategies. A total of 30 implementation strategies were identified and implemented. Over the first year, primary and specialty care providers across all the clinical sites (n = 70) placed 2559 orders for the mHealth solution. Most patients reported receiving the mHealth eLearning module (74%), and most patients felt that the tool improved their knowledge regarding their condition (82%) and their ability to provide self-care related to the condition (73%). Practical applications of implementation science methods can help enable change within healthcare settings. Implementation mapping is an exercise that can engage stakeholders to facilitate the incorporation of new methods of care delivery, including mHealth solutions.

Developing an Organizational e-Learning Usage Model: A Qualitative Study on the Case of Lebanon

The study aims to investigate the factors that impact e-learning adoption among employees in Lebanese corporations. While prior research has mainly focused on developed countries, this study aims to fill the gap in understanding e-learning adoption in the context of Lebanon. A qualitative exploratory study was carried out with 12 employees and managers from four organizations using e-learning solutions. The study identified several key factors that influence positive attitudes towards e-learning, including management support, recognition, access to resources, and more. A model based on the Technology Acceptance Model 3 was then proposed to better understand e-learning usage within Lebanese corporations and provide guidance on improving e-learning adoption rates. To enhance e-learning adoption among employees, it is recommended that Lebanese corporations prioritize management support and recognition, establish regular monitoring practices, improve communication, provide relevant and quality content, implement user-friendly and interactive platforms, incorporate gamification elements and recognition tools, reduce barriers, and emphasize the personal and professional benefits of e-learning. It is important for corporations to continuously monitor and adapt their e-learning strategies to fit the subjective norms and social environment of their employees. This study offers valuable insights and practical guidance for corporations looking to implement e-learning solutions and improve adoption rates among their employees. It serves as a reference for future research on e-learning adoption in Lebanon and highlights the need to understand the factors that influence e-learning adoption to improve the success of e-learning programs and enhance organizational performance and employee development.

SECURITY OF THE SYSTEM FOR ELECTRONIC LEARNING

Security is one of great problems in the creation and implementation of e-learning solution. As an end user is not able to see these problems, they are often neglected. As all other applications, e-learning portals are widely distributed and available to a wide audience, which makes them vulnerable in a way. As the concept of Web applications is very spontaneously developed without a detailed plan, and with great effort invested in development of programming languages and interpreters for Web applications, there is a danger from manipulation by malicious users.

E-Learning in Education

E-learning fulfills the thirst of knowledge and offers online content that can be delivered for the learner at anywhere, anytime and any age through a wide range of e-learning solution while compared with traditional learning system. It also provides the rapid access to specific knowledge and information. With the rapid growth of voluminous information sources and the time constraint the learning methodology has changed. Learners obtain knowledge through e-Learning systems rather than manually teaching and learning. In this research paper proposes the e-learning management system with web services oriented frame work and SOA. This system supports the cross browser and fully integrated with different databases. This system focused around the several features namely Content Management, Content Protection, Learning Management, Delivery Management, Evaluation management, Access Control, etc., and mainly focused on integrated platform needed for e-learning and managements. E-learning has been introduced to empower learners to get basic schooling and enhance skills. Also, they can obtain a degree certificate, without actually attending school or university or any other institution. It is a great source of earning, wherein anyone can teach from anywhere in their preferred time. Applying e-learning to all levels of schooling helped to ensure students grasp the lessons adequately at a faster place. According to psychology, the audio-visual method of teaching leads to a disciplined learning environment. There are effective tutor and student engagements. One of the importance’s of e-learning in education is that tutors and participants both can develop advanced learning skills. For example, creating and selling EBooks is one such advancement. E-learning has worked towards bringing learners, tutors, experts, practitioners, and other interest groups to one place. Thus, there is a good practice of knowledge sharing followed through different online platforms. This is important in current times as competition is rising and the world is also growing. Hence, quick information helps in the better growth of an individual. The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic. A comprehensive literature search was conducted on 16 databases for relevant studies published in the year 2020. In addition, reference lists of studies identified from the initial search were used to retrieve additional relevant studies. The search terms used were Covid-19, corona virus, online learning, E-learning, E-teaching and higher education. An inclusion and exclusion criteria was developed to select the most relevant articles for final review. Studies were eligible for inclusion if they addressed higher education E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19.

The Impact on Learners’ Identities of Aligning Pedagogy, Design and Technologies With Theory in Online Courses

In the past two decades, much of e-learning scholarship has reflected the tensions between what we as educators aspire to do, the theory we have to support what we do, and what we actually accomplish when it comes to technology supported learning. Some scholars are recognizing that inroads to resolving these tensions can be gained through a deeper understanding of the kinds of identities we promote in learners through our pedagogies, course designs and technologies. If our goals are to promote empowered, self-directed and life-long learners in our programs, then the practices, designs and technologies we employ must all be framed by theories that support such goals. Too often this is not the case. This study forms part of a larger longitudinal inquiry aimed at aligning these three components with 21st century goals and contemporary e-learning theory at a fully online higher education (HE) technical institution in Chile. An earlier pilot focussed on the reaction to this new alignment from the institution’s broad student body of working adults (n=2,300), the majority from socially and academically disadvantaged backgrounds. Narrowing the lens on a small cohort of students (n=14) entering the institution into a cross section of career disciplines, we adopted a qualitative case study approach to uncover a deeper understanding of the identities of these students on first arrival. Our objective was to determine how highly interactive group work-based teaching practices, learner-centred instructionally designed programs and social media-based technologies such as forums and live videoconferencing sessions, impacted their identities over the course of the first 5-month period. Data collection involved in-depth individual and focus group bi-weekly interviews, reflective feedback from routine student questionnaires, field notes, instructor observations and digital activity online. Findings indicated the crucial nature of this initial period for influencing student’s learning trajectories in terms of retention and for promoting the kinds of 21st century learner identities to which the institutional programs aspired. As a surge of institutions worldwide are more motivated than ever to finding effective e-learning solutions after experiencing challenges in their online programs during the pandemic, these results could provide empirical evidence of a viable pathway forward.

Nursing e-learning solution staff experience

Abstract Funding Acknowledgements Type of funding sources: None. Introduction An online education management solution (EMS) has established for the purpose of building staff interest and motivating nurses to establish professional development portfolio and becoming lifelong learners. Background In 2013 some clinical skills were collected in an e-book with a search bar to fit as a clinical procedure reference. Then in 2017, an internal website that contains more than 65 courses which the staff can access, self-enrolled and become automatically certified. This site contains hospital orientation guide, education resources and an education calendar. Education resources contain 147 clinical skills, 69 self-enrolled courses, 12 instructor-led courses. Aim To assess the nursing staff experience response and feedback to the internal EMS. Process A survey was sent to nursing staff for data collection for 5 days. The survey covers the following points: Is it the first time to visit the website? Did you find what you need? How easy do you find information on the site? How frequently do you surf the web? What is your overall impression of the site? Data Analysis Most of the nurses visit the internal website with a percentage of 85% as illustrated in chart 1. 99% from the staff found the information they are searching for, 35% found all the topics and 64% found some of the topics. How easy to find information? staff answered as 46% easy to find the information they are looking for, as 48% were in the middle side and only 6% replied as they face difficulty to find the information on the website. As mentioned before 85% from the nursing staff responded to survey visit the website, farther analysis that show that 17% visit the EMS every day to 3 times per week, 44.2% of the staff visit the site once a week to 3 time per month, 28.5% surf the site once or less per month and 10.5% are not sure how frequent they surf the EMS. Staff replay with satisfaction response regarding to site professional, informative and visual pleasing. Conclusion Having a Learning management system (LMS) takes the team training to the next level, as self-learners, but E-Learning can take it even further with accepted EMS. Staff feedback regarding the EMS will help in editing and adding the required learning recourses. Free web resources such as (google site, forms, and drive – certify me) (a customized EMS) can be established in healthcare facilities.

Sylwetka i dorobek piśmienniczy dra hab. Piotra Gawliczka, prof. UWM.

Assoc. Prof. Piotr Gawliczek, Ph.D. has been a faculty member at the UWM Branch Campusin Ełk since the 2018/2019 academic year. He graduated the Polish Naval Academy in Gdynia, theBundeswehr Command Academy in Hamburg, the European Security and Defense College in Brussels,the NATO Defense Academy in Rome and the National Defense University of the People’s Republicof China in Beijing. His research interests focus on: broadly understood asymmetry with regardto the military environment, the use of innovative solutions and information and communicationtechnologies in the security environment (e.g. xAPI standard, Artificial Intelligence, VirtualReality, Augmented Reality, Mixed Reality), strategic communication, the use of social media aswell as culture awareness). He is a member of international entities: organizations and groupsdealing with the theory and practice of e-learning in the security environment. He is a memberof the scientific and publishing councils/boards of seven foreign, peer-reviewed scientific magazines.Initiator and director of the e-learning portal (since 2019) www.natodeep.hq.nato.int, as a toolfor the implementation of comprehensive solutions within the field of distance learning of fifteenPartner countries of the North Atlantic Alliance (as part of the NATO DEEP ADL – DefenseEducation Enhancement Program Advanced Distributed Learning). From 2020, Director of NATODEEP eAcademy. He chaired numerous expert teams of the Alliance related to the promotion andimplementation of system e-learning solutions. Initiator and coordinator of the ADL platform inUWM Branch Campus in Ełk, LMS ILIAS: www.uwmelk.edu.pl. Author of about 400 scientificpublications, including 18 books and prints, 6 edited books, 70 chapters in monographs and thesame number of scientific articles.

Indonesian Higher Education Institutions Competitiveness and Digital Transformation Initiatives

The COVID-19 pandemic is causing unexpected challenges for all education systems. Several online platforms launched by the Ministry of Education and Culture maximize available e-learning solutions and further develop lecturers' digital skills and competencies. This study aims to analyze the comparative needs of Indonesia's current digital higher education environment and conduct an in-depth study of digital learning in Indonesia's higher education environment. This study also outlines the mitigation plans, innovative strategies adopted, and implications and recommendations for universities in Indonesia. The research method uses discourse analysis with literature and news sources to assess the impact, challenges, and opportunities of higher education during the pandemic in Indonesia. This study found that the COVID-19 pandemic had a significant impact on higher education in Indonesia; Both lecturers and students at universities face many challenges in the teaching and learning process. The effect is worse in Eastern Indonesia due to poor internet connectivity for online learning. In terms of mitigating online learning, the impact is still unknown. The limitations of this study are that the literature and news studies are not comprehensive because the current pandemic crisis has not ended. This study can provide an overview of the limitations of a more empirical study that will be carried out on how the current crisis affects the learning process of higher education in Indonesia.

Diagnosis of the effectiveness of the e-learning solutions adopted in Saudi higher education during the COVID-19 pandemic

PurposeThis study aims to explore the effectiveness of the e-learning solutions adopted during the COVID-19 pandemic based on teachers' and students' opinions in Saudi higher education.Design/methodology/approachThis study was performed during the 2021 academic year and involved a survey approach to analyze the effectiveness of Saudi e-learning solutions adopted during the COVID-19 pandemic. Subjective opinions were collected from a sample of 106 teachers and 1,196 students.FindingsThe teachers disagreed that online courses provide students with multiple opportunities to track their learning progress with timely feedback, with an arithmetic mean of 2.566 and a standard deviation of 1.627. Moreover, the students disagreed that the use of multimedia facilitates the ease of learning and knowledge extraction from online resources, with an arithmetic mean of 2.443 and a standard deviation of 1.633. Generally, the study implies that today during the COVID-19 pandemic, we need to exploit the power of multimedia tools to bring out knowledge from online learning resources such as images, animations, simulations, video and hypermedia. Based on the results, we need to concentrate on exploiting the power of hypertext systems used in flexible online instruction to enable flexible thinking for online students. Therefore, the e-learning process must favor cognitive flexibility and foster knowledge acquisition for students in the context of e-learning during the COVID-19 pandemic.Originality/valueThe findings may be useful in discovering the degree of effectiveness of Saudi e-learning solutions during the spread of the COVID-19 pandemic.

Moderating Influence Of E-Learning On Employee Training And Development (A Study Of Kwara State University Nigeria)

With rapidly changing work environment and digitalization in social life, it is easier and effective to use electronic learning (E-learning) systems to train human resource. This training can cover various dimensions like technologies, product, services, culture and policies. This study examined the influence of E-Learning on employee training and development. Two research questions were posed for the study and two hypotheses formulated in line with the objectives. As such, the objectives of the study were to examine whether the employees with less workload spend more time on E-learning than employees with higher workload, thus handle larger responsibilities and how the trainings imparted through E-learning has influence on performance of the employees and service quality. The study employed survey research, the experimental research and the ex-post facto. For this research, the quantitative research design was used. Questionnaires were administered to a sample size of two hundred and sixty (260) employees out of the seven hundred and twenty six (726) employee population of Non Academic Staffs of Kwara State University Nigeria. The simple random sampling and the test re-test reliability approach was adopted. The research found out that E-learning is a facilitating step for improving the pace of learning and reducing employee down-time thus enabling employees to handle greater responsibilities. Thus it concluded that employees with less workload can be made more responsible by providing training through E-learning. And it was also revealed that E-learning improves performance of employees by enhancing their productivity which influences quality of work thus improves employee performance. Based on the results of findings, the study recommends that Learning interactivities designed to accomplish knowledge transfer with a heavy emphasis on skills development on online learning platform can be used for new hires and market including: Business operations, auxiliary services, guidelines and future markets which will enhance employees performance and service quality. Other e-learning solutions are important as they are self-directed and much easy than any other methods of training.

AI-Based Personalized E-Learning Systems: Issues, Challenges, and Solutions

A personalized e-learning system is effective in imparting enhanced learning to its users. As compared to a conventional e-learning system, which provides similar contents to each learner, a personalized learning system provides specific learning contents and assessments to the learners. Personalization is based on Artificial Intelligence (AI) based techniques in which appropriate contents for each learner are determined using the level of comprehension of the learner and the preferred modes of learning. This paper presents requirements and challenges for a personalized e-learning system. The paper is focused in elaborating four research questions, which are related to identifying key factors of personalized education, elaborating on state of the art research in the domain, utilizing benefits of AI in personalized education, and determining future research directions. The paper utilizes an extensive survey of current research papers in answering these questions. It provides a comprehensive review of existing solutions in offering personalized e-learning solutions. It also elaborates on different learning models and learning theories, which are significant in providing personalized education. It proposes an efficient framework, which can offer personalized e-learning to each learner and identifies significant directions for future research. The paper is beneficial for academicians and researchers in understanding the requirements of such a system, comprehending its methodologies, and identifying challenges which are needed to be addressed.

Evaluation of e-Learning System during the Covid-19 Pandemic in Morocco: A Partial Least Squares Modeling Approach

E-learning was a major study area during COVID-19 pandemic. Practically, public and private higher education institutions worldwide have switched from traditional face-to-face teaching to online learning solutions in order to deal with the spread of the coronavirus. Hence, the purpose of this study is to evaluate the effectiveness of the e-learning solution during COVID‐19 crisis. The research data were gathered using a self-administered online survey from Moroccan public university students. Through using the structural equation modeling under the partial least squares (PLS-SEM), the findings reveal that instructor quality has a direct and significant influence on system use and learner satisfaction. Likewise, user satisfaction is positively associated with system quality. Moreover, the e-learning system success is driven by both system use and learner satisfaction. These results are useful for Moroccan University policymakers in order to develop best practices to ensure a successful e-learning implementation.

E-learning for Business- from Covid-Adaptation to Usual Practice

Abstract This paper analyzes the impact of the COVID-19 epidemic on SMEs’ work environment, human resources processes, how the companies reacted and adapted, what forms of support were offered by the authorities, with a particular interest for e-learning tools and systems, that may prove to not just a temporary coping mechanism, but a functional, wide-spread approach. The scale of workforce transitions (jobs that disappeared versus jobs that opened) generated by COVID-19 on labor trends heightens the pressure for businesses and policymakers to act to support supplementary training and education programs for employees and encourages companies to address the issues related to the workforce with e-learning solutions that focus on flexibility and digitalization, as usual practice. Consequently, the paper reviews the current options of learning management systems, aiming to support managers’ decision-making process on this matter, taking into consideration infrastructure, contents, services, flexibility, and other criteria. Furthermore, the issue of implementing an e-learning project is carefully considered, in order to achieve the desired results.

Introductory Survey on Challenges Encountered by University Teachers in Online Teaching of STEM Subjects During COVID-19 Lockdown

2020 will be remembered for COVID-19, a pandemic that forced the world to lock down and urged most educational providers to promptly implement e-learning solutions. In this paper, we point out some challenges faced by university teachers who had almost no earlier practice in online teaching. Nine lecturers working in different universities from Brazil, the Czech Republic, Estonia, Hungary, India, Macedonia, and Slovakia – all teaching science, technology, engineering, and mathematics (STEM) subjects – were interviewed to share their online teaching experiences during the COVID-19 lockdown. The aim of this introductory small-scale research paper is to provide a basis for future research regarding the influences that the COVID-19 situation has had on educational processes, as well as to assist educational providers in foreseeing and eliminating the possible problems of lecturers when establishing an online educational environment. Some conclusions are formulated from the interview survey, and possibilities for further research are described.

INVESTIGATING EFL STUDENTS’ PERCEPTION IN READING COMPREHENSION THROUGH GOOGLE CLASSROOM

One of the most crucial language skills for students to achieve is reading. Through their participation in this activity, students can improve their language skills and get experience. Using Google Classroom, this study attempted to examine EFL students' perceptions of reading comprehension. Because TBI (English Teaching Department) IAIN Madura is one of the universities that conducts online learning, it was chosen as the study's subject. This study used a sample of 26 students. Purposive sampling was used as a sample technique in this study. The results indicate that the students submitted useful and good responses. The results show that no student answered strongly disagree (SD), 3 students chose to disagree (11,5%), 16 students chose to agree (75%), and 6 students chose to strongly agree (23%). Google Classroom, it can be concluded, is a solution for online learning classes. As a result, Google Classroom can be used to collect student assignments and, more importantly, to help students improve their reading comprehension. Furthermore, if this application is effective, successful, and also assists students in assisting in e-learning, particularly in receiving feedback after completing the work assigned by the lecturer, it can be used in conjunction with Google Classroom as an e-learning solution for COVID-19.

Perception of e-Learning Among Hungarian Engineering Students

The success of developing e-learning is determined by curriculum quality, the availability of technological requirements and, to an even greater extent, by user response to the technology introduced in the process. Digital enhancement of education through e-learning solutions should also take the unique attributes of the targeted local region, institution, target group and field of expertise into consideration prior to implementation. The paper reports on research conducted to understand the approach of engineering students (n=94) to e-learning supported by Moodle in Hungary, including computer use, evaluation of e-learning materials, systems and online exams. The research used an online questionnaire for exploring the motivation and restrictive factors of using e-learning. Survey findings confirm that e-learning functions primarily in a complementary way to traditional learning. 87.2% of the students in the sample just download the learning materials and use those offline often or regularly. 58% of them find the usefulness of e-learning materials good, but structure or aesthetics is evaluated weak or moderate by more than half of the respondents. Considering the exams, 38% of the students with previous experience in online exams prefer the traditional exams, while 25% prefer the online format. Since access to technological tools and services required for effective e-learning is available, continuous training of the teachers and tutors is necessary both for developing their everyday skills and recognizing the LCMS opportunities.

Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process

BackgroundDue to the COVID-19 pandemic, innovative e-learning solutions should be implemented to deliver knowledge to healthcare students remotely. Presently, there is a paucity of studies in the literature that have examined student-designed assessments in the classroom. ObjectivesTo examine the educational outcomes comparing the Design Your Exam (DYE) activity versus instructor-designed end-of-class (EOC) quizzes and explore student perceptions and preferences for each teaching modality. MethodsLectures in the Industrial Pharmacy course were delivered to students by two different approaches: instructor-designed EOC assessments and student-designed DYE. The designed learning model was evaluated via an anonymous questionnaire for quality assurance and future course improvement. ResultsMean exam performance for content taught using the instructor-designed EOC quizzes and DYE activity were 74.4% and 71.9%, respectively (p = 0.092). Average student attendance for lectures taught using instructor-designed EOC quizzes and the DYE activity were 77.6% and 72.1%, respectively (p = 0.524). A post-course survey showed that 72.2% preferred the instructor-designed EOC, 5.6% preferred DYE activity, and 16.7% preferred a combination of the activities. Respondents reported that the EOC quizzes helped them to understand the lecture material and kept them focused during the lecture and that the DYE was useful in developing their personal interaction skills. ConclusionDYE is a novel active learning model that can be incorporated into student courses as an alternative to traditional didactic lectures. Further development of the DYE technique, such as including supportive audio-visual resources, is necessary in order to increase student acceptance.