PANDEMİDE FİZYOTERAPİ VE REHABİLİTASYON ÖĞRENCİLERİ ONLINE ÖĞRENME HAKKINDA NE DÜŞÜNÜYOR?

Year 2022, , 70 - 80, 20.08.2022

Esra Doğru Hüzmeli Yağmur Çam Özden Canbay , Itır Kavvasoglu Muhammet Filiz Batın Pazarbaşı Fatma Çift Sevgi Baytak Eren Lekesiz , Sabiha Bezgin

https://doi.org/10.21653/tjpr.961249

Abstract

Amaç: Online öğrenme, öğretmen ve öğrencinin fiziksel olarak ayrı ortamlarda olduğu kapsamlı bir eğitim türüdür. Fizyoterapi ve rehabilitasyon öğrencilerinin gözünden online öğrenmenin nasıl değerlendirildiğini öğrenmek istedik.
Yöntem: Fizyoterapi ve rehabilitasyon bölümünden 283 öğrenci dahil edildi. Öğrencilere 45 çoktan seçmeli soru ve 2 açık uçlu sorudan oluşan bir anket uygulandı. Öğrencinin daha önce herhangi bir online öğrenme programına katılıp katılmadığı, online öğrenmeye erişimi olup olmadığı ve erişim sırasında yaşanan teknik sorunlar ile ilgili sorular soruldu.
Sonuçlar: Çalışmamıza 210 (74,20%) kadın ve 73 (25,80%) erkek dahil edildi. Pandemi öncesi online eğitim alma durumunu sorguladık ve öğrencilerin %49,82'si daha önce online eğitim almadıklarını bildirdi. Öğrencilerin %21,55'inin kendilerini motive edemediğini gördük. Öğrencilerin %30,39'u çevrimiçi eğitim nedeniyle uygulamalı derslerde yetersiz eğitim aldığını düşünmektedir. Öğrencilerin %10,25'i çevrimiçi öğrenme için gerekli donanıma ulaşamadıklarını belirtmiştir. Online eğitim ile kaliteli eğitim aldıklarına ilişkin soruda; Öğrencilerin %21,55'i bu görüşe hiç katılmadığını belirtmiştir.
Tartışma: Bazı uygulamalı olmayan derslerin online ve senkronize, uygulamalı derslerin yüz yüze yapılmasının daha faydalı olduğunu düşünmekteyiz. Bu nedenle pandemi nedeniyle yüz yüze yapılamayan uygulamalı derslerin ertelenmesinin ve pandemi sürecinden sonra bu derslerin yüz yüze verilmesinin faydalı olacağını düşünmekteyiz.

Keywords

Pandemi, Eğitim, Online öğrenme, Öğrenci, Pratik Ders

WHAT DO PHYSIOTHERAPY AND REHABILITATION STUDENTS THINK ABOUT ONLINE LEARNING DURING THE PANDEMIC?

Abstract

Purpose: Online learning is a comprehensive type of education in which the teacher and the student are physically separated. We wanted to know how online learning was evaluated through the view of physiotherapy and rehabilitation students.
Methods: We included 283 students from department of physiotherapy and rehabilitation in the study. A questionnaire that consisted of 45 multiple-choice questions and 2 open-ended questions was applied to the students. The questions involved whether the student has previously participated in any online learning program, has had access to online learning and technical problems experienced during access.
Results: Our study included 210 (74.20%) women and 73 (25.80%) men. We questioned status of having online learning before the pandemic and 49.82% of the students reported that they did not receive online learning before. We found that 21.55% of the students could not motivate themselves. 30.39% of the students thought having insufficient education in the practical courses due to online education. 10.25% of the students stated that they could not access the necessary equipment for online learning. In the question about they received high-quality education with online learning; 21.55% of the students stated that they did not agree at all.
Conclusion: We think that it is more beneficial to give some theoretical courses online and synchronized, and practical courses face to face. Therefore, we think that it will be beneficial to postpone the practical courses that cannot be done face to face due to the pandemic and to give those courses face to face after the pandemic process.

Keywords

Online Learning, Pandemic, Education, Student, Practical course

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