The Impact of Videoconferencing on Social Participation in Entry-level Occupational Therapy Students

Martha J. Sanders, Quinnipiac UniversityFollow
Olivia Gougler, Quinnipiac UniversityFollow
Kathryn Rich, Quinnipiac UniversityFollow

Document Type (Journals)

Original Research

Abstract

Videoconferencing was heavily utilized as an online learning tool at universities during the COVID-19 pandemic. Despite the high utilization, few studies have examined students’ perspectives on their health, social interaction, and preferences in using specific videoconferencing features for online pedagogy and campus participation. This study surveyed 275 occupational therapy students from six class cohorts regarding the use of videoconferencing during the 2020-2021 academic year. Students reported physical changes in fatigue, eye, and back discomfort from the use of videoconferencing for extended periods, in addition to increased stress and anxiety during this period. Students reported lower class engagement during videoconferencing, as indicated by less frequency of asking/answering questions, paying attention, participating in breakout rooms with unfamiliar peers, and less motivation to attend classes. While students preferred in-person versus videoconferencing for overall classroom engagement and knowledge retention, preferences were equivocal for use of videoconferencing in meeting with professors, peer tutoring, group projects, and office hours. A benefit to videoconferencing availability was the ability to maintain social communication with friends and family, particularly for undergraduates. Comparisons among class cohorts are presented.

Biography

Martha Sanders, PhD, MSOSH, OTR/L, CPE, FAOTA is a Professor of Occupational Therapy at Quinnipiac University where she is the advisor to Pi Theta Epsilon student research. She mentors students in the MOT and OTD programs, focusing on ergonomics and environmental design and performs community-based research around health promotion.

Olivia Gougler, OTS is a graduate student in the entry level dual degree BS-MOT program at Quinnipiac University. She serves as the current President of Pi Theta Epsilon Occupational Therapy Honor society and previously served as Co-Research Chair. Olivia has a special interest in occupational therapy education and has served as a peer educator for underclassman occupational therapy courses.

Kathryn Rich, OTS is a graduate student in the entry level dual degree BS-MOT program Quinnipiac University. She is a member of Pi-Theta Epsilon Honor Society as the current Vice President and has served as the Co-Research Chair.

Declaration of Interest

Authors report no declarations of interest.

Recommended Citation

Sanders, M. J., Gougler, O., & Rich, K. (2024). The Impact of Videoconferencing on Social Participation in Entry-level Occupational Therapy Students. Journal of Occupational Therapy Education, 8 (3). Retrieved from https://encompass.eku.edu/jote/vol8/iss3/1