Online learning during the Covid-19 pandemic: the experiences and perceptions of undergraduate occupational therapy students at two Australian universities

Abstract

Purpose To investigate if first-year occupational therapy students who have had no on-campus, face-to-face learning experiences differed from second-, third- and fourth-year students in their perceptions and experiences of online learning during the Covid-19 pandemic. Methods One hundred and fifty-one occupational therapy undergraduate students (80.8% female; 66.2% 20–24 old) completed the Student Engagement in the e-Learning Environment Scale (SELES) and the Distance Education Learning Environment Scale (DELES). Analysis of variance (ANOVA) with bootstrapping was completed to examine the differences between first-year and senior students’ perceptions and experiences of online learning. Results Significant differences were observed across several SELES and DELES scales: peer collaboration (SELES) (p = .001), interactions with instructors (SELES) (p = .026), student interaction and collaboration (DELES) (p = .003), authentic learning (DELES) (p = .026) and active learning (DELES) (p = .013). Conclusion The findings demonstrate significant differences in first-year and senior students’ perceptions and experiences of online learning during the Covid-19 pandemic. The outcomes highlight the importance of facilitating collaborative and active engagement for all students by implementing academic, technological and social support measures within occupational therapy curricula.

Participatory peer research exploring the experience of learning during Covid-19 for allied health and healthcare science students

“…The findings indicated that students found the constant struggle of placement and educational workloads, while trying to stay safe and caring for others particularly challenging. This had a psychological impact of anxiety, stress, low motivation and decreased social interaction that was reflected in previous research [ 3 , 50 – 52 ]. This research took place during the third lockdown in the United Kingdom situated in the winter months (February-March 2021) possibly adding to the demotivated feelings reported.…”

“…While clinical placement was undertaken during this period, an element of uncertain and last-minute changes was apparent. This differed from international experiences where clinical placement was postponed [ 10 ] or replaced by telehealth approaches and simulated exercises [ 50 ]. The delivery of placement was challenging on the part of those involved in its organisation and facilitation, and generated worry and anxiety with students.…”

Percepção dos estudantes em relação às possibilidades de aprendizado e seu papel no contexto da pandemia da COVID-19

“…Ainda que a pandemia seja enfrentada e vivenciada de modo particular e desigual em cada país, estudos mostraram que os programas educacionais no mundo todo, tradicionalmente oferecidos na modalidade presencial, tiveram que ser temporária e rapidamente adaptados para o ensino remoto [3][4][5][6][7][8] . Mudanças nos modos de ensino que tradicionalmente levariam meses ou anos para serem discutidas e implementadas foram sendo planejadas, aprendidas e desenvolvidas ao mesmo tempo, dada a ruptura com os encontros presenciais.…”

“…Mudanças nos modos de ensino que tradicionalmente levariam meses ou anos para serem discutidas e implementadas foram sendo planejadas, aprendidas e desenvolvidas ao mesmo tempo, dada a ruptura com os encontros presenciais. Nesse contexto, há uma rara oportunidade e necessidade de explorar os impactos de tais mudanças 8 .…”

“…Apesar de estar sendo possível a continuidade da formação de modo remoto online, é necessário explorar as experiências dos estudantes para compreender melhor os desfechos e as oportunidades que esta modalidade trouxe e que poderão permanecer na formação em terapia ocupacional no pós-pandemia 3 . Estudos anteriores demonstram que o ensino híbrido, que integra atividades remotas com atividades presenciais, é reconhecidamente efetivo, especialmente ao se considerar a possibilidade de ampliação das metodologias de ensino, flexibilidade para o processo de ensino-aprendizagem sem comprometimento ao aproveitamento 8 . Além disso, o ensino híbrido possibilita maior alinhamento entre a proposta pedagógica dos programas e o bem-estar dos estudantes 3,6,7 .…”