Exploring the pros and cons of online courses for physiotherapists — a theoretical study

Andrea Lukács; Nóra Simon; Dóra  Kiss-Kondás; Tünde Lebenszkyné Szabó; Mehtap Kiklicoz Bak; Marta Bibro; Büşra Göz; Demet Bicki; Fatma Dilara Akar; Sabiha İrem Sancaktar; Sevgi Pehlivan; Teresa Gniewek; Joanna Golec; Agnieszka Jankowicz-Szymańska; Marika Kiviluoma-Ylitalo; Agnieszka Kreska-Korus; Manuel Lillo-Crespo; Agata Milert; Gökhan Özkoca; Jasmina Policnik; Beatriz Sibaja Terán; Eliza Smoła; Anna Stefanowicz-Kocoł; Johanna Vähä-Jaakkolaa; Patricia Verdú Rodríguez; Katarzyna Wódka; Özge Mine Yilm; Duygu Yilmaz

doi:10.55225/hppa.527

Authors

Andrea Lukács University of Miskolc, Hungary https://orcid.org/0000-0002-1938-8071
Nóra Simon University of Miskolc, Hungary https://orcid.org/0009-0002-5224-0279
Dóra Kiss-Kondás University of Miskolc, Hungary https://orcid.org/0000-0002-7082-4078
Tünde Lebenszkyné Szabó University of Miskolc, Hungary
Mehtap Kiklicoz Bak Istanbul Aydın University, Turkey
Marta Bibro University of Applied Sciences in Tarnow, Poland https://orcid.org/0000-0001-9338-2519
Büşra Göz Istanbul Aydın University, Turkey https://orcid.org/0000-0002-2371-9603
Demet Bicki Istanbul Aydın University, Turkey https://orcid.org/0000-0002-0993-1202
Fatma Dilara Akar Istanbul Aydın University, Turkey https://orcid.org/0000-0001-7520-214X
Sabiha İrem Sancaktar Istanbul Aydın University, Turkey https://orcid.org/0009-0000-9153-7783
Sevgi Pehlivan Istanbul Aydın University, Turkey https://orcid.org/0000-0002-9788-4118
Teresa Gniewek University of Physical Education in Krakow, Poland https://orcid.org/0000-0001-7144-8417
Joanna Golec University of Physical Education in Krakow, Poland https://orcid.org/0000-0001-8687-2536
Agnieszka Jankowicz-Szymańska University of Applied Sciences in Tarnow, Poland https://orcid.org/0000-0002-3111-3468
Marika Kiviluoma-Ylitalo Satakunta University of Applied Sciences, Pori, Finland https://orcid.org/0009-0006-9424-4875
Agnieszka Kreska-Korus University of Physical Education in Krakow, Poland https://orcid.org/0000-0003-4493-6452
Manuel Lillo-Crespo La Clínica HLA Vistahermosa, Alicante, Spain https://orcid.org/0000-0003-2053-2808
Agata Milert University of Physical Education in Krakow, Poland https://orcid.org/0000-0002-9299-3227
Gökhan Özkoca Istanbul Aydın University, Turkey
Jasmina Policnik Knowledge Innovation Centre, Is-Swieqi, Malta
Beatriz Sibaja Terán La Clínica HLA Vistahermosa, Alicante, Spain https://orcid.org/0000-0002-0514-6119
Eliza Smoła University of Applied Sciences in Tarnow, Poland https://orcid.org/0000-0003-1499-3069
Anna Stefanowicz-Kocoł University of Applied Sciences in Tarnow, Poland https://orcid.org/0000-0002-8241-9117
Johanna Vähä-Jaakkolaa Satakunta University of Applied Sciences, Pori, Finland https://orcid.org/0009-0007-8685-8807
Patricia Verdú Rodríguez Satakunta University of Applied Sciences, Pori, Finland https://orcid.org/0000-0003-0542-2379
Katarzyna Wódka University of Applied Sciences in Tarnow, Poland https://orcid.org/0000-0002-7065-5526
Özge Mine Yilm Istanbul Aydın University, Turkey
Duygu Yilmaz Istanbul Aydın University, Turkey

DOI:

https://doi.org/10.55225/hppa.527

Keywords:

physiotherapy, online education, synchronous learning, asynchronous learning, blended learning

Abstract

Physiotherapy, as a constantly evolving discipline, requires professionals to continually update their knowledge base to enhance patient care. To facilitate this growth, lifelong learning through supplementary educational courses plays a crucial role. The flexible online education has opened new opportunities for adult learners, including physiotherapists, to pursue further education while managing their daily commitments. This paper examines the conceptual framework of online learning in the context of physiotherapy education. It explores the advantages and disadvantages of online courses compared to traditional classroom methods. Online education is classified into three primary types: synchronous, asynchronous, and blended or hybrid courses. Synchronous courses involve real-time interaction with teachers, while asynchronous courses allow learners to access materials at their own convenience. Blended or hybrid courses combine online learning with face-to-face instruction. Advantages of online courses include accessibility, flexibility, cost-effectiveness, diverse learning resources, and the opportunity to build a global professional network. On the other hand, online courses lack continuous communication and interaction between teachers and learners, potentially hindering the learning experience. Learners must possess strong digital skills and self-study capabilities to succeed in online education.
The study concludes that the choice between traditional and online education depends on specific course objectives and participant expectations. Regardless of the mode of education, the active participation and engagement of learners are crucial for professional success. As the field of physiotherapy education continues to evolve, ongoing research and innovation are vital to improve the overall learning experience and ensure optimal outcomes for lifelong learners in the healthcare field.

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