Redesigning online research methodology education: insights from undergraduate rehabilitation students' experiences...

Online education has become increasingly prevalent in higher education. However, there are insufficient research-led pedagogies to inform faculty aspiring to develop an online rehabilitation research methodology curriculum. This study aimed to explore a South African university's undergraduate rehabilitation students' experiences with a newly developed online research methodology module.

A cross-sectional mixed-methods survey was conducted using a questionnaire with a mix of Likert scales and open-ended questions. This paper reports qualitative feedback from three undergraduate rehabilitation student cohorts. Thematic analysis in Atlas.ti.22.2.4 used an abductive approach.

Forty-seven third-year Physiotherapy students in 2021 (response rate = 100%), 46 fourth-year Physiotherapy students in 2022 (response rate = 43%), and 26 third-year Speech-Language and Hearing Therapy students in 2023 (response rate = 38%) provided feedback. Key themes related to engagement and communication, content, and online user interfaces emerged. The findings highlighted the importance of dedicated support, clear communication about feedback, structured peer interactions, a clear and structured presentation of content aligned with explicit outcomes and explicit links between course components and professional practice in online research methodology courses. A well-organised, intuitive user interface and timely availability of engaging learning materials are crucial.

The findings underscore several critical aspects of effective online rehabilitation research methodology education. Addressing identified gaps, such as improving systematic feedback and clarifying task integration, can enhance the online research methodology learning experience for undergraduate rehabilitation students. The insights provided may be considered in the design of similar online medical courses.