Titill: | Physiotherapy student perspectives on synchronous dual-campus learning and teaching |
Höfundur: |
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Útgáfa: | 2017-08-31 |
Tungumál: | Enska |
Umfang: | 88-104 |
Háskóli/Stofnun: | Háskóli Íslands University of Iceland |
Svið: | Heilbrigðisvísindasvið (HÍ) School of Health Sciences (UI) |
Deild: | Læknadeild (HÍ) Faculty of Medicine (UI) |
Birtist í: | Australasian Journal of Educational Technology;34(3) |
ISSN: | 1449-3098 1449-5554 (eISSN) |
DOI: | 10.14742/ajet.3460 |
Efnisorð: | Physical therapy; Physiotherapy education; Blended learning; Synchronous learning; Videoconferencing; Sjúkraþjálfun; Kennsla; Nemendur; Fjarkennsla; Fjarfundir |
URI: | https://hdl.handle.net/20.500.11815/763 |
Tilvitnun:Divanoglou, A., Chance-Larsen, K., Fleming, J., & Wolfe, M. (2018). Physiotherapy student perspectives on synchronous dual-campus learning and teaching. Australasian Journal of Educational Technology, 34(3), 88-104. https://doi.org/10.14742/ajet.3460
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Útdráttur:An increasing number of universities offer educational programmes across multiple campuses,
as a way of facilitating access to tertiary education and filling the shortage of health professionals
in rural and regional settings. Offering an equitable learning experience across all sites has been
considered an important aspect in any learning and teaching approach. This qualitative study
analysed data from 10 focus group discussions and 11 unit evaluations, to explore student
perceptions of synchronous dual-campus delivery of a physiotherapy programme in Central
Queensland, Australia. An inductive approach to thematic analysis was used. Three themes
emerged: (a) Student location influences learning; (b) Videoconferencing impacts learning and
teaching; and (c) Dual-campus delivery determines teaching structures and shapes teaching
processes. Difficulties related to cross-campus communication, logistics, and opportunities for
interaction and engagement were seen as detrimental to synchronous dual-campus delivery.
Skill-based demonstrations added another level of complexity. However, students identified a
potential benefit from accessing expertise from both campuses. With careful planning and
consideration of the potential barriers and facilitators, synchronous dual-campus learning
environments can be an effective delivery option for higher education institutions. This study
builds on existing literature and suggests a number of strategies that are specific to this mode of
programme delivery.
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