Investigating students' perceptions of e-learning within an occupational therapy program

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.