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Abstract

Purpose: The embrace of technology-mediated learning environments for physical therapist education has perpetuated a natural shift toward blended online and hybrid learning environments. Yet understanding how students in graduate level physical therapy programs perceive distance learning remains unexamined. The purpose of this study was to examine students’ perspectives of a distance learning (DL) course delivered via synchronous videoconferencing within a traditional campus-based doctor of physical therapy (DPT) program. Method: A convenience sample of 150 first year DPT students was collected. All students were present on-campus in Pocatello, and Meridian, Idaho. The instructor was located on-campus in Meridian. Student perceptions were examined using a survey given on the first, and last days of a clinical kinesiology course. The survey consisted of favorable and unfavorable questions regarding the use of DL each rated on a five-point Likert scale. Descriptive statistics and tests of two proportions with z-scores were used to analyze survey results. Results: Most students preferred traditional in-person learning environments (74.5%). Students reported difficulty contributing to in-class discussions, with the percentage increasing from baseline compared to the end of the course (∆10.1% z= -2.14, p=0.03). Many students (57.8%) disagreed with the idea that DL negatively impacts grades. Discussion: Contemplation of the pre and post changes of students’ responses to the survey seem to indicate: 1) students can adapt to DL, even when not preferred, and most do not believe it negatively impacts their grade 2) students do not consider the technology a barrier to their learning and some learned to enjoy it 3) learning strategies must adjust when the instructor and students are physically distant. Further research is warranted to better understand the skills necessary to effectively engage students in synchronous videoconference formats.

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