Experiences of online occupational therapy education during the COVID-19 pandemic at a South African university
DOI:
https://doi.org/10.17159/2310-3833/2023/vol53n2a6Keywords:
Online curriculum, Occupational therapy students, Online learning, Online teaching, Online assessment, Student mental health, Student support servicesAbstract
INTRODUCTION: The COVID-19 pandemic resulted in a worldwide shift of academic programmes towards a predominantly online forum. There was therefore a need to explore how students experienced these shifts to ensure optimal learning. This study describes students' experiences of online teaching, learning and assessment and perception of their mental health during the COVID-19 pandemic METHODS: A descriptive cross-sectional quantitative study was employed using a four-part self-administered online survey. Following a pilot study with 11 community service occupational therapists, the survey was sent to all eligible participants (N=118) with a response rate of 85% (n=91). Data were collected from second to fourth year registered occupational therapy students at the University of KwaZulu-Natal in 2021. Data were analysed descriptively using R Studio Suite RESULTS: Over 50% of the students reported a positive online experience. Adequate access to infrastructure enabled optimal online learning. However, students experienced difficulty with structuring self-study time, theoretical application and time allocated for online tests. Additional challenges included stress and time management and managing the increased requirements for self-directed learning. Coping was enhanced by the availability and access to student support services CONCLUSION: The key issues identified in the study need to be addressed to enhance online delivery of the curriculum IMPLICATIONS FOR PRACTICE Online teaching, learning, and assessment in occupational therapy curriculum requires review and adaptation to facilitate optimal student learning On an online platform, or with digital learning, students require support with aspects such as structuring of their self-directed learning time, personal time and stress management An understanding of the online experiences of students may assist in the development and revision of curricula that are responsive to students' needs and which may aid in optimal learning outcomes.
Downloads
References
Mhlanga D, & Moloi, T. COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? Education Sciences. 2020;10(7):180. https://dx.doi.org/10.3390/educsci10070180.
Ramaphosa, C. Speeches | South African Government [Internet]. Gov.za. 2020. Available from: https://www.gov.za/speeches/president-cyril-ramaphosa-extension-coronavirus-covid-19-lockdown-end-april-9-apr-2020-0000
Govender P, Naidoo D, van Wyk JM. A 3Ts (teaching in troubled times) response to COVID-19 in South Africa. The Clinical Teacher. 2020;17(4):427-9. https://dx.doi.org/10.1111/tct.13213.
Abbasi MS, Ahmed N, Sajjad B, Alshahrani A, Saeed S, Sarfaraz S, Alhamdan RS, Vohra F, Abduljabbar T. E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. Work. 2020:1-8. https://dx.doi.org/10.3233/WOR-203308.
Daniel J. Education and the COVID-19 pandemic. Prospects, 2020; 49(1): 91-6. DOI: https://dx.doi.org/10.1007/s11125-020-09464-3.
Hedding DW. Payouts push professors towards predatory journals. Nature. 2019;565(7737):267-8. Available from: https://go.gale.com/ps/i.do?id=GALE%7CA573274180&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=00280836&p=HRCA&sw=w&userGroupName=anon%7E60b97b68
Naidoo D, & Van Wyk J. Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors. African Journal Of Health Professions Education,. 2016;8(1):37. https://dx.doi.org/10.7196/AJHPE.2016.v8i1.536.
University of KwaZulu-Natal. Hands-On Opportunities -Discipline of Occupational Therapy [Internet]. 2021. Available from: https://ot.ukzn.ac.za/hands-onopportunities
Nguse S, Wassenaar D. Mental health and COVID-19 in South Africa. South African Journal of Psychology. 2021;5:304-313. https://journals.sagepub.com/doi/pdf/10.1177/00812463211001543
Sahu P. Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus. 2020;12(4). https://dx.doi.org/10.7759/cureus.7541.
Shenoy V, Mahendra S, Vijay N. COVID 19 lockdown technology adaption, teaching, learning, students engagement and faculty experience. Mukt Shabd Journal. 2020;9(4):698-702.
Gittings L, Toska E, Medley S, Cluver L, Logie C, Ralayo N et al. 'Now my life is stuck!': Experiences of adolescents and young people during COVID-19 lockdown in South Africa. Global Public Health [Internet]. 2021;16(6):947-963. https://dx.doi.org/10.1080/17441692.2021.1899262.
Sy MP, Pineda RC, Yao DP, Guevara CA, Delos Reyes RC, Castro IM. Shared voices of Filipino occupational therapists during the COVID-19 pandemic: reflections from an online forum. World Federation of Occupational Therapists Bulletin. 2020;76(1):60-4. https://dx.doi.org/10.1080/14473828.2020.1761575
Zhu X, Liu J. Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigital Science and Education, 2020; 2(3): 695-699. https://dx.doi.org/10.1007/s42438-020-00126-3.
Visser M, Law-van Wyk E. University students' mental health and emotional wellbeing during the COVID-19 pandemic and ensuing lockdown. South African Journal of Psychology. 2021;51(2):229-243. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8144883/
Adnan M, Anwar K. Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission. 2020;2(1):45-51. https://flles.eric.ed.gov/fulltext/ED606496.pdf
Burns R. A COVID-19 panacea in digital technologies? Challenges for democracy and higher education. Dialogues in Human Geography. 2020;10(2):246-249. https://doi.org/10.1177%2F2043820620930832
Jacob O, Abigeal I, Lydia A. Impact of COVID-19 on the Higher Institutions Development in Nigeria. Electronic Research Journal of Social Sciences and Humanities [Internet]. Eresearchjournal.com. 2020 [cited 16 October 2021]. Available from: http://www.eresearchjournal.com/wp-content/uploads/2020/04/0.-Impact-of-COVID.pdf
Mpungose C. Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic [Internet]. 2020. https://dx.doi.org/10.1057/s41599-020-00603-x.
de Wit M. Navigating Telerehabilitation for student training: Sharing experiences. South African Journal of Occupational Therapy. 2021;51(1):2. https://sajot.co.za/index.php/sajot/article/view/747/454
Toquero CM. Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research. 2020;5(4). https://dx.doi.org/10.29333/pr/7947.
Fatonia NA, Nurkhayatic E, Nurdiawatid E, Fidziahe GP, Adhag S, Irawanh AP, Julyantoj O, Azizik E. University students online learning system during Covid-19 pandemic: Advantages, constraints and solutions. Systematic Reviews in Pharmacy. 2020;11(7):570-6. Available from: https://www.sysrevpharm.org/articles/university-students-online-learning-system-during-covid19-pandemic-advantages-constraints-and-solutions.pdf
Kathard H, Galvaan R, Kleintjes S. COVID-19 higher education response: how are we being equitable and inclusive? -HELTASA [Internet]. HELTASA. 2021. Available from: https://heltasa.org.za/covid-19-higher-education-response-how-are-we-being-equitable-and-inclusive/
Makgahlela M, Mothiba T, Mokwena J, Mphekgwana P. Measures to Enhance Student Learning and Well-Being during the COVID-19 Pandemic: Perspectives of Students from a Historically Disadvantaged University. Education Sciences. 2021;11(5):212. https://dx.doi.org/0.3390/educsci11050212.
Mailizar M, Almanthari A, Maulina S, Bruce S. Secondary School Mathematics Teachers' Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education. 2020;16(7): 1-9. https://doi.org/10.3390/educsci11050212
Ptenklooster nl. Cronbach's alpha interval estimation [Internet]. 2020. Available from: https://ptenklooster.nl/sample-size-calculators/cronbachs-alpha-interval-estimation/
Citing R and RStudio - ORGANISING CREATIVITY [Internet]. Organizingcreativity.com. 2020. Available from: https://www.organizingcreativity.com/2020/08/citing-r-and-rstudio/
Farrelly P. Issues of trustworthiness, validity and reliability. British Journal of School Nursing. 2013;8(3):149-51. https://dx.doi.org/10.12968/bjsn.2013.8.3.149.
Welman J, Kruger F, Mitchell B, Huysamen G. Research Methodology. 3rd ed. Cape Town: Oxford University Press. 2011.
Rodriguez JG. Commentary: Generalisability and validity in qualitative research. British Medical Journal. 1999;319(7207):421. Available from: https://go.gale.com/ps/anonymous?id=GALE%7CA55670112&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=17592151&p=AONE&sw=w
Heale R, Twycross A. Validity and reliability in quantitative research. Evidence-Based Nursing. 2015;18: 66-67. https://dx.doi.org/10.1136/eb-2015-102129.
Saleh M, Sari R, Alim P. University Students' Perception on The Implementation of Online Learning During The Covid-19. Nazhruna: Jurnal Pendidikan Islam [Internet]. 2021;4(1):1-17. https://dx.doi.org/10.31538/nzh.v4i1.1022.
Copeland WE, McGinnis E, Bai Y, Adams Z, Nardone H, Devadanam V, Rettew J, Hudziak JJ. Impact of COVID-19 pandemic on college student mental health and wellness. Journal of the American Academy of Child & Adolescent Psychiatry. 2021;60(1):134-141.e2. https://dx.doi.org/10.1016/j.jaac.2020.08.466
Downloads
Published
Issue
Section
License
Copyright (c) 2023 South African Journal of Occupational Therapy
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
- Abstract 112
- PDF 56
.png){kind=spacer}