TY - JOUR
T1 - Acceptance of productivity software as a course management and collaboration tool among student pharmacists
AU - Gatwood, Justin
AU - Hohmeier, Kenneth
AU - Kocak, Mehmet
AU - Chisholm-Burns, Marie
N1 - Publisher Copyright:
© 2020 Elsevier Inc.
PY - 2021/4
Y1 - 2021/4
N2 - Introduction: The acceleration and availability of digital tools has fundamentally changed the classroom environment, making selecting the correct tools an increasingly important function for instructors. To assist educators seeking to introduce such tools into the classroom, this research describes the acceptance of productivity software as a pharmacy management course and collaboration tool by second-year student pharmacists. Methods: A mixed methods approach assessed student pharmacists' acceptance and use of a cloud-based, productivity platform. All students were provided with Evernote Business to manage group-based assignments, facilitate team-based projects, and store course materials. Students were surveyed at three time points throughout the semester using a validated instrument based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Software acceptance and applicability were assessed across time points and structural equation modeling determined UTAUT model fit. Focus groups provided direct student feedback guided by UTAUT. Results: Baseline technology acceptance was lower for Evernote than Blackboard. Effort expectancy and attitudes toward technology improved in three of four items each for Evernote and anxiety toward using the new software declined from baseline. Model fit was not ideal, suggesting similar conditions for acceptance of either platform and performance expectancy may not significantly predict intention to use. Student feedback suggested that acceptance may be improved if software has college-wide buy-in and was required. Conclusions: Introducing productivity software in the middle of the curriculum is not ideal, but could be impactful if provided earlier, integrated with existing systems, and aligned with observed students' learning needs.
AB - Introduction: The acceleration and availability of digital tools has fundamentally changed the classroom environment, making selecting the correct tools an increasingly important function for instructors. To assist educators seeking to introduce such tools into the classroom, this research describes the acceptance of productivity software as a pharmacy management course and collaboration tool by second-year student pharmacists. Methods: A mixed methods approach assessed student pharmacists' acceptance and use of a cloud-based, productivity platform. All students were provided with Evernote Business to manage group-based assignments, facilitate team-based projects, and store course materials. Students were surveyed at three time points throughout the semester using a validated instrument based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Software acceptance and applicability were assessed across time points and structural equation modeling determined UTAUT model fit. Focus groups provided direct student feedback guided by UTAUT. Results: Baseline technology acceptance was lower for Evernote than Blackboard. Effort expectancy and attitudes toward technology improved in three of four items each for Evernote and anxiety toward using the new software declined from baseline. Model fit was not ideal, suggesting similar conditions for acceptance of either platform and performance expectancy may not significantly predict intention to use. Student feedback suggested that acceptance may be improved if software has college-wide buy-in and was required. Conclusions: Introducing productivity software in the middle of the curriculum is not ideal, but could be impactful if provided earlier, integrated with existing systems, and aligned with observed students' learning needs.
KW - Educational software
KW - Pharmacy management
KW - Student engagement
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U2 - 10.1016/j.cptl.2020.11.019
DO - 10.1016/j.cptl.2020.11.019
M3 - Article
C2 - 33715797
AN - SCOPUS:85099158753
SN - 1877-1297
VL - 13
SP - 361
EP - 367
JO - Currents in Pharmacy Teaching and Learning
JF - Currents in Pharmacy Teaching and Learning
IS - 4
ER -