The impact of cultural background on pharmacy students' engagement with online learning activities during remote learning and in the post-pandemic era remains unclear. In this study, we explored whether cultural differences affected students' engagement with online activities designed for active learning and skill development. We conducted a retrospective analysis of learning management system (LMS) engagement data for second-year pharmacy students at Monash University's Malaysia (MA) and Australia (Parkville PA) campuses. The study examined the LMS data from 2,810 students enrolled across eight semesters. The results from various student cohorts and different online learning activities such as readings, video clips, workshop scenarios, self-test quizzes, and preparatory materials were statistically compared using SigmaPlot® software. In the first year of pandemic remote learning, students at the PA campus showed significantly lower engagement with online resources compared to students at the MA campus. In PA however, international students indicated they were more engaged and satisfied with remote online learning resources than local students. The cultural emphasis on academic achievement, adherence to societal norms, and fulfilling responsibilities as signs of respect and commitment are likely to contribute to higher motivation and engagement with learning resources among these students. Online resources with multimodal approach that combine readings with pictures, videos and self-test quizzes enhance engagement in both campuses, compared with pre-recorded lectures or workbooks alone. Educational institutions should use multimodal online resources and tailor engagement strategies to align with students' cultural values and circumstances to enhance engagement.

Authors:
Chooi Yeng Lee, Monash University, Malaysia
Suzanne Caliph, Monash University, Australia

About the Presenter(s)
Dr Chooi Yeng Lee is currently a Senior Lecturer at the School of Pharmacy, Monash University, Malaysia campus.

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