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<sec><h3>Purpose</h3><p>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.</p></sec>
<sec><h3>Methods</h3><p>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.</p></sec>
<sec><h3>Results</h3><p>Significant differences were observed across several SELES and DELES scales: peer collaboration (SELES) (<italic>p</italic> = .001), interactions with instructors (SELES) (<italic>p</italic> = .026), student interaction and collaboration (DELES) (<italic>p</italic> = .003), authentic learning (DELES) (<italic>p</italic> = .026) and active learning (DELES) (<italic>p</italic> = .013).</p></sec>
<sec><h3>Conclusion</h3><p>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.</p></sec>
</abstract>

PurposeTo 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.
MethodsOne 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.
ResultsSignificant 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).
ConclusionThe 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.

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

Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences

Occupational Therapy Program, Faculty of Health

<trans-abstract xml:lang="de" xmlns="http://www.w3.org/1999/xhtml">
<sec><h3>Ziel der Studie</h3><p>Untersuchung ob sich die Erfahrungen und Wahrnehmungen mit/von ‘online learning’ während der Covid-19 Pandemie der Ergotherapie-Studenten in ihrem ersten Lehrjahr, die keine Campusveranstaltungen oder Präsenzveranstaltungen besucht haben, von den Erfahrungen und Wahrnehmungen der Studenten im zweiten, dritten oder vierten Lehrjahr unterscheiden.</p></sec>
<sec><h3>Methoden</h3><p>151 Ergotherapie Bachelor Studenten (80.8% weiblich; 66.2% 20–24 Jahre) haben das ‘Student Engagement in the e-Learning Environment Scale’ (SELES) und das ‘Distance Education Learning Environment Scale’ (DELES) abgeschlossen. Eine Varianzanalyse (ANOVA) mit Bootstrapping wurde zur Auswertung der Unterschiede zwischen den Erfahrungen und Wahrnehmungen mit/von ‘online learning’ der Studenten im ersten Lehrjahr und der Studenten höherer Semester durchgeführt.</p></sec>
<sec><h3>Resultat</h3><p>Zwischen den SELES und DELES Auswertungen konnten signifikante Unterschiede festgestellt werden: kollegiale Zusammenarbeit (Peer Collaboration) (SELES) (<italic>p</italic> = .001), Interaktionen mit Dozent:innen (Interactions with Instructors) (SELES) (<italic>p</italic> = .026), Interaktion und Zusammenarbeit unter Studenten (Student Interaction and Collaboration) (DELES) (<italic>p</italic> = .003), authentisches Lernen (Authentic Learning) (DELES) (<italic>p</italic> = .026) and aktives Lernen (Active Learning) (DELES) (<italic>p</italic> = .013).</p></sec>
<sec><h3>Fazit</h3><p>Die Ergebnisse zeigen signifikante Unterschiede in den Erfahrungen und Wahrnehmungen mit/von digitalem Lernen während der Covid-19 Pandemie zwischen Ergotherapie Studenten im ‘online learning’ und Studenten höherer Semester. Die Resultate zeigen die Relevanz der Förderung des kollaborativen und aktiven Engagements für alle Studenten durch die Implementierung von akademischen, technologischen und sozial-fördernden Maßnahmen im Fachbereich der Ergotherapie.</p></sec>
</trans-abstract>

Ziel der StudieUntersuchung ob sich die Erfahrungen und Wahrnehmungen mit/von ‘online learning’ während der Covid-19 Pandemie der Ergotherapie-Studenten in ihrem ersten Lehrjahr, die keine Campusveranstaltungen oder Präsenzveranstaltungen besucht haben, von den Erfahrungen und Wahrnehmungen der Studenten im zweiten, dritten oder vierten Lehrjahr unterscheiden.
Methoden151 Ergotherapie Bachelor Studenten (80.8% weiblich; 66.2% 20–24 Jahre) haben das ‘Student Engagement in the e-Learning Environment Scale’ (SELES) und das ‘Distance Education Learning Environment Scale’ (DELES) abgeschlossen. Eine Varianzanalyse (ANOVA) mit Bootstrapping wurde zur Auswertung der Unterschiede zwischen den Erfahrungen und Wahrnehmungen mit/von ‘online learning’ der Studenten im ersten Lehrjahr und der Studenten höherer Semester durchgeführt.
ResultatZwischen den SELES und DELES Auswertungen konnten signifikante Unterschiede festgestellt werden: kollegiale Zusammenarbeit (Peer Collaboration) (SELES) (p = .001), Interaktionen mit Dozent:innen (Interactions with Instructors) (SELES) (p = .026), Interaktion und Zusammenarbeit unter Studenten (Student Interaction and Collaboration) (DELES) (p = .003), authentisches Lernen (Authentic Learning) (DELES) (p = .026) and aktives Lernen (Active Learning) (DELES) (p = .013).
FazitDie Ergebnisse zeigen signifikante Unterschiede in den Erfahrungen und Wahrnehmungen mit/von digitalem Lernen während der Covid-19 Pandemie zwischen Ergotherapie Studenten im ‘online learning’ und Studenten höherer Semester. Die Resultate zeigen die Relevanz der Förderung des kollaborativen und aktiven Engagements für alle Studenten durch die Implementierung von akademischen, technologischen und sozial-fördernden Maßnahmen im Fachbereich der Ergotherapie.

International Journal of Health Professions

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Online Lernen während der Covid-19 Pandemie: Erfahrungen und Wahrnehmungen von Bachelor Studierenden der Ergotherapie an zwei australischen Universitäten

PurposeTo investigate if first-year occupational therapy students who have had no on-campus, face-to-face learning experiences differed from second-, third-...

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

Publicado en línea: 08 oct 2021

Páginas: 60 - 71

Recibido: 12 abr 2021

Aceptado: 10 jun 2021

DOI: https://doi.org/10.2478/ijhp-2021-0006

Palabras clave
Occupational therapy students, Covid-19, education, face-to-face learning, remote learning, telehealth

© 2021 Ted Brown et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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

Publicado en línea: 08 oct 2021

Páginas: 60 - 71

Recibido: 12 abr 2021

Aceptado: 10 jun 2021

DOI: https://doi.org/10.2478/ijhp-2021-0006

Palabras claveOccupational therapy students, Covid-19, education, face-to-face learning, remote learning, telehealth

© 2021 Ted Brown et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Palabras clave
Occupational therapy students, Covid-19, education, face-to-face learning, remote learning, telehealth