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Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom

Research output: Contribution to journalArticle

Original languageEnglish
Article number2073
JournalResearch in Learning Technology
Volume27
Early online date6 Feb 2019
DOIs
Publication statusPublished - 2019

Bibliographical note

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.

King's Authors

Abstract

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.

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