Abstract
Purpose:
To establish UK Physiotherapy lecturers’ perceptions of online learning during the COVID-19 pandemic.
Materials and Methods:
A cross-sectional mixed methods electronic survey of UK higher education lecturers, actively teaching on pre-registration undergraduate or postgraduate physiotherapy degrees, was conducted between October 2020 and February 2021. Data was converted into proportions with a 95% confidence interval. Likert scale questions were treated as numeric variables with the mean and standard deviation calculated for combined responses. Thematic analysis reported patterns of data extracted from open-ended questions.
Results:
96 respondents completed the survey, reporting some positive attributes attached to online learning. 81% (n=78, 95% CI 72 to 88) agreed that students developed their digital skills and were able to learn conveniently at their own pace (n=75, 78%, 95% CI 69 to 85). However, 62.5% (n=60, 95% CI 23 to 72) of respondents felt that students were overall disadvantaged with online learning, with 72% (n=69, 95% CI 62 to 80) reporting that online learning was not comparable to face-to-face to teaching. The reasons for perceived student disadvantage were categorised into three themes; 1) a lack of ability in sessions to practice handling techniques, 2) the inability to gauge student understanding and check practical skill competence and 3) the lack of student self-directed practice time. UK physiotherapy lecturers did indicate they would continue to incorporate online learning in the future (n=84, 87.5%, 95% CI 79 to 93). Such responses were based on two key themes; an improved work life balance and the perception that online learning was no more challenging that traditional on-campus delivery.
Conclusions:
UK physiotherapy lecturers reported that students were disadvantaged with online learning delivery compared to face-to-face teaching. Lecturers indicated a willingness to continue with aspects of online learning across the curriculum, despite suggesting it had a negative impact on students subject understanding.
To establish UK Physiotherapy lecturers’ perceptions of online learning during the COVID-19 pandemic.
Materials and Methods:
A cross-sectional mixed methods electronic survey of UK higher education lecturers, actively teaching on pre-registration undergraduate or postgraduate physiotherapy degrees, was conducted between October 2020 and February 2021. Data was converted into proportions with a 95% confidence interval. Likert scale questions were treated as numeric variables with the mean and standard deviation calculated for combined responses. Thematic analysis reported patterns of data extracted from open-ended questions.
Results:
96 respondents completed the survey, reporting some positive attributes attached to online learning. 81% (n=78, 95% CI 72 to 88) agreed that students developed their digital skills and were able to learn conveniently at their own pace (n=75, 78%, 95% CI 69 to 85). However, 62.5% (n=60, 95% CI 23 to 72) of respondents felt that students were overall disadvantaged with online learning, with 72% (n=69, 95% CI 62 to 80) reporting that online learning was not comparable to face-to-face to teaching. The reasons for perceived student disadvantage were categorised into three themes; 1) a lack of ability in sessions to practice handling techniques, 2) the inability to gauge student understanding and check practical skill competence and 3) the lack of student self-directed practice time. UK physiotherapy lecturers did indicate they would continue to incorporate online learning in the future (n=84, 87.5%, 95% CI 79 to 93). Such responses were based on two key themes; an improved work life balance and the perception that online learning was no more challenging that traditional on-campus delivery.
Conclusions:
UK physiotherapy lecturers reported that students were disadvantaged with online learning delivery compared to face-to-face teaching. Lecturers indicated a willingness to continue with aspects of online learning across the curriculum, despite suggesting it had a negative impact on students subject understanding.
| Original language | English |
|---|---|
| Journal | European Journal of Physiotherapy |
| Publication status | Accepted/In press - 13 Jun 2022 |