Pharmacy students' perceptions and satisfaction with blended instruction in quantitative chemical analysis course

Background: Course satisfaction in blended learning has become a priority among educators to keep students on track during their studies. This study investigated the Community of Inquiry (CoI) three key components, i.e. teaching, social, and cognitive presences other factors that affect student at Lebanese International University (LIU). Objective: The aimed examine pharmacy undergraduate who enrolled in, effect courses environment perceptions, outcomes, overall academic performance. Methods: Exactly 283 second-year from private School Pharmacy registered Quantitative Chemical Analysis course participated this study. Data were collected using an online survey, assessing students' prior pre-pharmacy experiences. Results: majority (58%) commended content, organisation, teaching resources, design, clarity directions. significantly correlated with age cognitive, instructional (Spearman’s Rho: 0.739-0.750, p < 0.05). Discussion: Studies found instruction can improve engagement, satisfaction, which are influenced by quality materials, communication, feedback, degree instructor interaction. Conclusion: outcomes support assumption encourages active, in-depth, self-directed learning.