Effects of online education on prosthetics orthotics education during COVID-19

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dc.authoridANAFOROGLU, BAHAR/0000-0002-2148-0379
dc.authoridUYSAL, Halil Hakan/0000-0001-7929-5777
dc.authorwosidANAFOROGLU, BAHAR/KOC-0877-2024
dc.authorwosidUYSAL, Halil Hakan/KHZ-8803-2024
dc.contributor.authorUysal, Halil Hakan
dc.contributor.authorYildirim Sahan, Tezel
dc.contributor.authorKeklicek, Hilal
dc.contributor.authorAnaforoglu Kulunkoglu, Bahar
dc.date.accessioned2024-06-12T11:12:02Z
dc.date.available2024-06-12T11:12:02Z
dc.date.issued2024
dc.departmentTrakya Üniversitesien_US
dc.description.abstractBackground:It is obvious that educational activities were affected globally due to the pandemic.Objective:This study was planned to examine the effects of online education on undergraduate degree (UD) and associate degree (AD) Orthotics and Prosthesis education in the COVID-19 pandemic.Study Design:A crossectional online survey.Method:The Google Forms questionnaire was delivered to students of Orthotics and Prosthesis in the level of undergraduate degree and AD and academicians conducted in the study. Next, the participants were reviewed regarding their knowledge about devices used for online education and related technical problems. A 5-point Likert-type questionnaire with 18 questions that was developed specifically for this study was applied to examine their views on online education.Results:The study included 472 participants who had a mean age of 21.30 +/- 0.22 years. Among the participants, 262 were AD students (55.5%). Approximately 82% of the participants were used their mobile phones for connection. The connection problems, and inappropriateness of online education in applied course, preference of online education for theoretical courses, insufficiency of digital course materials, failure to access education easily, insufficiency of online examinations for measurement and evaluation, and preference of homework over online education were stated by 79%, 88.3%, 41.9%, 54.5%, 70.1%, 41.7%, and 42.8% of the participants, respectively.Conclusion:Both academicians and students experienced connection problems, and applied courses were not suitable for online education. Motivation to attend the courses was low in online education, relevant workload increased, online examinations were not sufficient for measurement and evaluation, and studies were more unplanned. It is necessary to switch to formal education after the pandemic.en_US
dc.identifier.doi10.1097/PXR.0000000000000315
dc.identifier.endpage229en_US
dc.identifier.issn0309-3646
dc.identifier.issn1746-1553
dc.identifier.issue2en_US
dc.identifier.pmid38170801en_US
dc.identifier.scopus2-s2.0-85190368855en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage223en_US
dc.identifier.urihttps://doi.org/10.1097/PXR.0000000000000315
dc.identifier.urihttps://hdl.handle.net/20.500.14551/23010
dc.identifier.volume48en_US
dc.identifier.wosWOS:001202394200005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherWolters Kluwer Healthen_US
dc.relation.ispartofProsthetics And Orthotics Internationalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPandemicen_US
dc.subjectCOVID-19en_US
dc.subjectOrthotics Prosthesisen_US
dc.subjectStudentsen_US
dc.subjectAcademicianen_US
dc.titleEffects of online education on prosthetics orthotics education during COVID-19en_US
dc.typeArticleen_US

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