Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Online Learning

Abstract

The COVID-19 pandemic prompted a global shift to online learning, disrupting traditional onsite education. As governments sought to restore normalcy, blended learning emerged as a solution, combining online and onsite instruction. This study examines the lived experiences of physical therapy students in transitioning from full online to blended learning modalities. Using purposive sampling, eight (8) participants were selected for a phenomenological study, each providing distinct insights through semi-structured interviews. Method triangulation, including focused group discussions, ensured validity and data saturation. The study identified five (5) main themes and fifteen (15) variants, encompassing what and how the participants experienced the phenomenon. Physical therapy students encounter challenges and opportunities during this transition, impacting their well-being and academic experience. Recognizing these effects enables educators to better support students through personalized strategies, community engagement, and holistic well-being initiatives. Recommendations are provided for educators, institutions, and future researchers to navigate this transition effectively, addressing limitations in sampling, bias, and time constraints. Future research should explore diverse perspectives and utilize alternative methodologies for a deeper understanding of student experiences. Utilizing available technologies and further exploring identified themes will enrich the literature on this topic.

First Advisor

Marivic D. Valerio

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