Opin vísindi

Physiotherapy student perspectives on synchronous dual-campus learning and teaching

Show simple item record

dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Divanoglou, Anestis
dc.contributor.author Chance-Larsen, Kenneth
dc.contributor.author Fleming, Julie
dc.contributor.author Wolfe, Michele
dc.date.accessioned 2018-08-10T15:56:43Z
dc.date.available 2018-08-10T15:56:43Z
dc.date.issued 2017-08-31
dc.identifier.citation 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
dc.identifier.issn 1449-3098
dc.identifier.issn 1449-5554 (eISSN)
dc.identifier.uri https://hdl.handle.net/20.500.11815/763
dc.description.abstract 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.
dc.format.extent 88-104
dc.language.iso en
dc.publisher Australasian Society for Computers in Learning in Tertiary Education
dc.relation.ispartofseries Australasian Journal of Educational Technology;34(3)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Physical therapy
dc.subject Physiotherapy education
dc.subject Blended learning
dc.subject Synchronous learning
dc.subject Videoconferencing
dc.subject Sjúkraþjálfun
dc.subject Kennsla
dc.subject Nemendur
dc.subject Fjarkennsla
dc.subject Fjarfundir
dc.title Physiotherapy student perspectives on synchronous dual-campus learning and teaching
dc.type info:eu-repo/semantics/article
dc.description.version Peer Reviewed
dc.identifier.journal Australasian Journal of Educational Technology
dc.identifier.doi 10.14742/ajet.3460
dc.contributor.department Læknadeild (HÍ)
dc.contributor.department Faculty of Medicine (UI)
dc.contributor.school Heilbrigðisvísindasvið (HÍ)
dc.contributor.school School of Health Sciences (UI)

Files in this item

This item appears in the following Collection(s)

Show simple item record