The application of evolving technology within learning environments has revolutionised higher education and paved the way for flexible and innovative delivery approaches. Flexible delivery options such as blended and online learning pedagogies are an attractive prospect, particularly to students with external responsibilities and commitments. Health science disciplines provide a unique challenge to institutions navigating digital content delivery with multiple practical-based competencies necessary for registration in their chosen field. Many online and face-to-face learning studies focus on the student cohorts, particularly in medical and nursing fields, measuring knowledge and skill-based outcomes. This highlights the importance of understanding?both staff and students’ experiences to optimise university teaching and learning.
?Our study aims to explore the online and face-to-face?teaching and learning experiences,?and perceptions of health science staff and students at Southern Cross University.
This is a mixed method design, combining a survey and a form of qualitative data in single data collection between May and June 2022.?A 10-minute Qualtrics survey was distributed via bulk email platform to staff and students with 2 weeks follow up. Quantitative data was analysed using descriptive data analysis and qualitative data was analysed using thematic data analysis. Around 14% (n=211) valid response was received for the student survey and around 28.8% (n=26) valid response was received for the staff survey.?On average, students reported 74% of their time towards online learning compared to 55% of online teaching reported by staff. Staff and students’ educational experiences were similarly reported as good (38.5%) and fair (37.5%) Active positive learning experiences also included critical thinking skills, problem solving, working with others, and learning independently. The preliminary qualitative data discovered both student and staff voices regarding positive and negative aspects of online learning when compared to face-to-face learning, such as flexibility, better work-life balance, increased self-efficacy and access to learning, different skill acquisition, decreased sense of face-to-face interactions and connections, and technical issues.
Online learning can be a valuable option for institutions, particularly when combined with traditional face-to-face delivery, in order to provide both staff and students with optimal environments to achieve their individual requirements within the higher education system.