. Narasimman Swaminathan; . Latha Ravichandran; . Sivakumar Ramachandran; . Steve Milanese
Volume 12, Issue 9 , October 2022, , Pages 1-7
Abstract
BACKGROUND: The COVID‑19 pandemic has affected face‑to‑face teaching across the globe.The sudden shift in learning methods has impacted learning experiences significantly. Students’perception ...
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BACKGROUND: The COVID‑19 pandemic has affected face‑to‑face teaching across the globe.The sudden shift in learning methods has impacted learning experiences significantly. Students’perception about online compared to blended learning might affect learning. The objective of thisstudy was to evaluate physiotherapy students’ perception of blended compared to online learning.MATERIALS AND METHODS: This mixed‑method study documents physiotherapy students’ perceptionabout the courses delivered through blended learning (BL) mode during the COVID‑19 pandemic.Physiotherapy graduates and postgraduate students who completed their evidence‑based physiotherapypractice courses at Sri Ramachandra Institute of Higher Education and Research, Chennai (N = 68)participated in this study. The participants’ perceived experience about synchronous online mode andBL during the pandemic was assessed using a questionnaire and focus group discussion.RESULTS: All the participants felt that the course outcomes were met and that they gained knowledgeand skills in evidence‑based practice. Most of the students (93%) recommended a blended mode oflearning compared to online learning alone. Thematic analysis of the focus group discussion (FGD)identified enhanced learning experience, collaborative learning as enablers to BL, and availabilityof gadgets and quality of online contents as barriers.CONCLUSION: Participants showed par preference for blended learning over online learning as itprovided flexibility and facilitated active learning compared to online learning alone.
