From All Perspectives: Opinions of Students and Teaching Staff regarding Occupational Therapy Distance Education

Abstract

Introduction: A Canadian university's entry-to-practice occupational therapy programme offered all six academic courses in the first autumn semester using online technologies. Method: This formative study explored the perspectives of the instructors (n = 6) and students (n = 4) who chose this education format for their online teaching and learning. Students and instructors participated in interviews and focus groups. Findings: Emerging themes from analysis were issues and recommendations related to course delivery, communication and support, courses particularly suited to distance delivery, and technical assistance. Conclusion: This study is unique in presenting the insights of multiple education stakeholders who participated in a whole semester of online rehabilitation courses.