A Canadian university's entry-to-practice occupational therapy programme offered all six academic courses in the first autumn semester using online technologies.
Method:
This formative study explored the perspectives of the instructors (n = 6) and students (n = 4) who chose this education format for their online teaching and learning. Students and instructors participated in interviews and focus groups.
Findings:
Emerging themes from analysis were issues and recommendations related to course delivery, communication and support, courses particularly suited to distance delivery, and technical assistance.
Conclusion:
This study is unique in presenting the insights of multiple education stakeholders who participated in a whole semester of online rehabilitation courses.
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