Assessment of Students’ Perceptions Towards E-Learning Management System (E-LMS) in a Malaysian Pharmacy School: A Descriptive Study

Hassali MA, Zeehan SI, Hisham A

Malaysian Journal of Public Health Medicine, 2012; 12(1): 14–20

School of Pharmaceutical Sciences, Universiti Sains Malaysia

Last reviewed: March 2026

Background and Context

The integration of information technology into higher education has transformed the learning landscape worldwide. In Malaysia, universities have increasingly adopted e-learning management systems (e-LMS) to complement traditional classroom instruction. These platforms offer centralised access to learning materials, facilitate assignment submission, enable discussion forums, and provide tools for formative assessment.

Pharmacy education, with its demanding curriculum encompassing pharmaceutical sciences, clinical pharmacy, and pharmacy practice, presents particular opportunities and challenges for e-learning adoption. Students must master complex theoretical concepts while developing practical clinical skills that require hands-on training. Understanding how pharmacy students perceive and utilise e-learning tools is essential for optimising educational strategies.

This study, conducted at the School of Pharmaceutical Sciences, Universiti Sains Malaysia (USM), represents one of the earliest systematic evaluations of pharmacy students’ perceptions of e-LMS in a Malaysian context.

Study Design and Methods

A cross-sectional survey design was employed, targeting all undergraduate students enrolled at the School of Pharmaceutical Sciences, USM. A pre-validated questionnaire with two main domains was used: demographic characteristics and perceptions regarding e-LMS use. The questionnaire items assessed frequency of e-LMS access, purposes of use, perceived benefits, and preferences for teaching and learning modes.

Descriptive statistics characterised the study population and their responses. Chi-square tests examined associations between demographic variables and e-LMS perceptions. Analysis was performed using Predictive Analytical Software (PASW) version 18.

Results and Analysis

Of the eligible student population, 315 completed the questionnaire, yielding a response rate of 57.6%. The findings revealed that e-LMS usage was widespread among pharmacy students but was predominantly utilitarian in nature. The most common purpose for accessing the e-LMS was obtaining lecture notes (61.0%), followed by assignment preparation (53.3%). These patterns suggest that students viewed the platform primarily as a content repository rather than an interactive learning environment.

Students expressed positive perceptions regarding the contribution of e-LMS to their academic performance. The majority agreed that online resources helped them understand course material better and provided convenient access to study materials outside of scheduled class hours. The flexibility of accessing materials at any time and from any location was particularly valued.

However, the study found that students did not favour a purely online learning approach. When asked about their preferred mode of instruction, students overwhelmingly chose hybrid or blended methods that combined traditional face-to-face teaching with online resources. This preference reflects the recognition that pharmacy education requires practical demonstrations, laboratory work, and clinical simulations that cannot be fully replicated in an online environment.

Implications for Pharmacy Education

These findings have several important implications for the design and delivery of pharmacy education in Malaysia. First, e-LMS platforms should be developed beyond simple content repositories to include interactive elements such as virtual simulations, case-based discussions, and peer-learning activities that actively engage students in the learning process.

Second, the preference for blended learning supports the development of curricula that strategically allocate content delivery between online and face-to-face modes. Theoretical content, background reading, and preliminary assessment could be delivered online, freeing classroom time for application, discussion, and hands-on practice.

Third, faculty development in e-learning pedagogy is essential. The effectiveness of e-LMS depends not only on the technology but on how educators design and facilitate online learning experiences.

Broader Context

This study was conducted before the COVID-19 pandemic, which dramatically accelerated the adoption of online learning in Malaysian higher education. The findings provided an important baseline understanding of student attitudes that would prove relevant when universities transitioned to remote learning. Subsequent research has confirmed that while online learning offers significant advantages in accessibility and flexibility, the optimal approach for health professional education involves thoughtfully designed blended learning models.

Limitations

The study was limited to a single institution and a single programme, which may limit generalisability to other pharmacy schools or health science disciplines in Malaysia. The cross-sectional design provides a snapshot in time and cannot capture changes in perceptions over the course of a student’s education. Self-reported data may not accurately reflect actual e-LMS usage patterns or the true impact on learning outcomes.