Investigating Students' Perceptions of E-Learning within an Occupational Therapy Program

Abstract

Because of the increasing use of technology to enhance learning in higher education,
particularly in the professions, the aim of this study was to explore
student perceptions of electronic learning (e-learning) within one
module of the occupational therapy curriculum at a university in the
United Kingdom. Twenty participants sorted 30 statements taken from the
literature by indicating how much each statement reflected their own
experience of the e-learning component of their program. Following
analysis, two factors were identified indicating two distinct
perceptions of e-learning. One factor was interpreted as a preference
for traditional lectures along with a perception that technology
hindered students' learning. The other factor revealed a view that the
use of technology was beneficial and a part of students' learning. Using
Q methodology showed the interconnectedness of the issues in
e-learning. Ways to improve the instructional design of the module to
enable students of both views to engage interactively with the content
are discussed.