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STUDENT PERCEPTION OF LEARNING IN AN ONLINE PHYSICAL THERAPY COURSE. Lesh SG; Southwest Baptist University, Bolivar, MO. slesh@sbuniv.edu. PURPOSE: The purpose of this study was to identify preferred pedagogy strategies from physical therapy students enrolled in an online course. SUBJECTS: Volunteers (n = 14) were recruited from an entry-level masters curriculum who were enrolled in an online course. Female subjects (n = 10, 71.4%) outnumbered male subjects (n = 4, 28.6%). The average age was 23.6 years and 3 subjects reported taking at least one online course previously. METHODS: A pre-course/post-course research design was established. Subjects completed a questionnaire prior to accessing the course, and upon completion of the course, the same questionnaire was again completed. The instructor-developed tool included 10 Likert-type questions and four open-ended questions addressing preferred instructional pedagogy. The online course addressed documentation using the following pedagogy: 1) required readings; 2) text-based mini-lectures; 3) asynchronous discussion groups; 4) drill-and-practice exercises; 5) collaborative group projects. Subjects accessed the course over 12-weeks via a commercial Internet course management system. The course was organized in a weekly lesson format with no designed face-to-face interaction. Communication was conducted through asynchronous means (e.g. email/discussion board). Data was complied and analyzed descriptively. Changes in pre-/post-course evaluations were statistically analyzes at the 0.05 level. ANALYSIS: Descriptive averages were compiled for all pre-/post-course Likert-type responses. A Wilcoxon Signed Ranks Test comparing the pre-course and post-course scores revealed a significant change related to learning from drill-and-practice exercises. Compiled open-ended responses revealed that the most frequent likes were the asynchronous discussion board and working self-paced; while the most frequent dislikes were lack of face-to-face instruction and immediacy of feedback. RESULTS: A significant change was observed when the subjects initially preferred drill-and-practice exercises (avg. = 4.3), but on the post-course evaluation, students did not feel as strongly that this type of learning was as beneficial as initially perceived (avg. = 3.1, p = 0.01). All other pedagogy strategies revealed no change in perception of value to the learning process (e.g. required readings; working independently; group work; flexible environments; discussion). CONCLUSIONS: Advancements in educational technology have granted many opportunities for new modes of learning. Utilization of pedagogical strategies should be adopted based on effective theory and perceived benefit. This study yields insight that drill-and-practice exercises may not be of as much perceived benefit to the learner. Also, self-paced learning and interaction related to asynchronous discussion boards are perceived to promote learning, while lack of immediacy of feedback and face-to-face presence may be of hindrance to learning as perceived by learners. FUNDING SOURCE: None.
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