Experiences of online occupational therapy education during the COVID-19 pandemic at a South African university

Abstract

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.