TY - JOUR
T1 - Technology-enhanced learning in physiotherapy education
T2 - Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom
AU - Alexander, J.
AU - Barcellona, M.
AU - McLachlan, S.
AU - Sackley, C.
N1 - Export Date: 1 July 2019
Funding details: National Institute for Health Research
Funding text 1: This study was supported by Professor C. Sackley’s NIHR Senior Investigator award. The authors would firstly like to thank the students who participated in this study and contributed to making it a success. They would also like to acknowledge and thank Dr Lindsay Bearne for running one of the focus groups, Dr Michael Flavin for his methodological advice and Mr Nabil Asif for his technological support.
PY - 2019
Y1 - 2019
N2 - Technology-enhanced learning (TEL) can engage students with learning and offer benefits in knowledge acquisition due to the flexibility of learning it provides. There is difficulty ascertaining best practice for the implementation of TEL in physiotherapy education. This study aims to address this through a case study with pre-registration students using a virtual learning environment (VLE) to supplement their learning. Seventy-nine students were enrolled onto a Movement & Exercise module and had access to the VLE resources. Data were captured by online survey, student focus groups, learning analytics data and comparison of examination results with a previous cohort who did not have access to all the resources. Survey data demonstrated that most students were satisfied with the resources and that they facilitated knowledge acquisition. Thematic analysis from the focus groups resulted in five higher order themes: (1) Content quality, (2) Interaction and accessibility, (3) Learning goal alignment, (4) Satisfaction with resources and (5) Suggestions for the future. Learning analytics data revealed students accessed the resources predominantly before examination periods. There were statistically significant improvements in mean examination marks compared to the previous cohort. In conclusion, satisfaction with the TEL resources was high, and there may be some positive effect on knowledge acquisition. © 2019 J. Alexander et al.
AB - Technology-enhanced learning (TEL) can engage students with learning and offer benefits in knowledge acquisition due to the flexibility of learning it provides. There is difficulty ascertaining best practice for the implementation of TEL in physiotherapy education. This study aims to address this through a case study with pre-registration students using a virtual learning environment (VLE) to supplement their learning. Seventy-nine students were enrolled onto a Movement & Exercise module and had access to the VLE resources. Data were captured by online survey, student focus groups, learning analytics data and comparison of examination results with a previous cohort who did not have access to all the resources. Survey data demonstrated that most students were satisfied with the resources and that they facilitated knowledge acquisition. Thematic analysis from the focus groups resulted in five higher order themes: (1) Content quality, (2) Interaction and accessibility, (3) Learning goal alignment, (4) Satisfaction with resources and (5) Suggestions for the future. Learning analytics data revealed students accessed the resources predominantly before examination periods. There were statistically significant improvements in mean examination marks compared to the previous cohort. In conclusion, satisfaction with the TEL resources was high, and there may be some positive effect on knowledge acquisition. © 2019 J. Alexander et al.
KW - Curriculum development
KW - Education
KW - Higher education
KW - Online learning
KW - Technology-enhanced learning
UR - http://www.scopus.com/inward/record.url?scp=85067037960&partnerID=8YFLogxK
U2 - 10.25304/rlt.v27.2073
DO - 10.25304/rlt.v27.2073
M3 - Article
SN - 2156-7069
VL - 27
JO - Research in Learning Technology
JF - Research in Learning Technology
M1 - 2073
ER -