{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,18]],"date-time":"2026-10-18T02:48:37Z","timestamp":1792291717761,"version":"4.4.0"},"reference-count":60,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2022,3,1]],"date-time":"2022-03-01T00:00:00Z","timestamp":1646092800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Aus Occup Therapy J"],"published-print":{"date-parts":[[2022,6]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Introduction<\/jats:title><jats:p>In many countries, the COVID\u201019 pandemic resulted in sudden changes to the delivery of health professions education in response to local and national lockdowns. Within occupational therapy, university education programs traditionally delivered in face\u2010to\u2010face classroom, and clinical settings, the transition to online learning presented unique issues and challenges for faculty and students. This study compared the experiences and perceptions of learning in two groups of occupational therapy students during the pandemic: one group converted to online learning only and the other had a blended approach that combined face\u2010to\u2010face on\u2010campus learning with some online lecture content delivery.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Two hundred and eight (<jats:italic>n<\/jats:italic>\u2009=\u2009208) undergraduate occupational therapy students from three Australian universities completed an online self\u2010report demographic questionnaire and two standardised instruments: the <jats:italic>Student Engagement in the e\u2010Learning Environment Scale<\/jats:italic> and the <jats:italic>Distance Education Learning Environment Scale<\/jats:italic>. An independent\u2010samples <jats:italic>t<\/jats:italic> test with bootstrapping was completed to examine differences in students' scores.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Statistically significant differences were observed between the online and blended learning groups across a range of the SELES and DELES subscales. The strongest findings related to <jats:italic>psychological motivation<\/jats:italic> (<jats:italic>p<\/jats:italic>\u2009=\u20090.001), <jats:italic>personal relevance<\/jats:italic> (<jats:italic>p<\/jats:italic>\u2009=\u20090.001), <jats:italic>interactions with instructors<\/jats:italic> (<jats:italic>p<\/jats:italic>\u2009=\u20090.002), <jats:italic>instructor support<\/jats:italic> (<jats:italic>p<\/jats:italic>\u2009=\u20090.001), <jats:italic>student interaction &amp; collaboration<\/jats:italic> (<jats:italic>p<\/jats:italic>\u2009=\u20090.001), and <jats:italic>cognitive problem solving<\/jats:italic> (<jats:italic>p<\/jats:italic>\u2009=\u20090.001).<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Occupational therapy students who transitioned to online\u2010only learning experienced higher levels of motivation, interactions with instructors and peers, and self\u2010directed learning than students who experienced a blended education delivery approach of face\u2010to\u2010face and online learning. The findings extend educators' understanding of the matrix of factors that have impacted students' education during COVID\u201019 and support the development of contemporary and pedagogically sound online and traditional modes of occupational therapy instruction. The results provide evidence of the importance of well\u2010structured programs that facilitate active and flexible learning, provide meaningful and positive experiences, and promote initiatives safeguarding social and personal well\u2010being. Further research in this area is recommended.<\/jats:p><\/jats:sec>","DOI":"10.1111\/1440-1630.12793","type":"journal-article","created":{"date-parts":[[2022,3,2]],"date-time":"2022-03-02T02:45:47Z","timestamp":1646189147000},"page":"301-315","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":22,"title":["\u2018Learning in and out of lockdown\u2019: A comparison of two groups of undergraduate occupational therapy students' engagement in online\u2010only and blended education approaches during the COVID\u201019 pandemic"],"prefix":"10.1111","volume":"69","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9403-5877","authenticated-orcid":false,"given":"Ted","family":"Brown","sequence":"first","affiliation":[{"name":"Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University, Peninsula Campus  Frankston Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4449-7357","authenticated-orcid":false,"given":"Luke","family":"Robinson","sequence":"additional","affiliation":[{"name":"Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University, Peninsula Campus  Frankston Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3253-6892","authenticated-orcid":false,"given":"Kate","family":"Gledhill","sequence":"additional","affiliation":[{"name":"Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University, Peninsula Campus  Frankston Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1662-5008","authenticated-orcid":false,"given":"Mong\u2010Lin","family":"Yu","sequence":"additional","affiliation":[{"name":"Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University, Peninsula Campus  Frankston Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5355-3205","authenticated-orcid":false,"given":"Stephen","family":"Isbel","sequence":"additional","affiliation":[{"name":"Occupational Therapy Program, Faculty of Health The University of Canberra Hospital  Bruce Australian Capital Territory Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8133-4536","authenticated-orcid":false,"given":"Craig","family":"Greber","sequence":"additional","affiliation":[{"name":"Occupational Therapy Program, Faculty of Health The University of Canberra Hospital  Bruce Australian Capital Territory Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1541-0996","authenticated-orcid":false,"given":"Dave","family":"Parsons","sequence":"additional","affiliation":[{"name":"Curtin School of Allied Health, Faculty of Health Sciences Curtin University  Perth Western Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jamie","family":"Etherington","sequence":"additional","affiliation":[{"name":"Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University, Peninsula Campus  Frankston Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,3]]},"reference":[{"key":"e_1_2_11_2_1","volume-title":"Changing course: Ten years of tracking online education in the United States","author":"Allen I. 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