Özet:

Objective: In the present study, it was aimed to compare the effects of six lessons, which were given synchronously in Physiotherapy and Rehabilitation (PTR) and selected from among the lessons with high theoretical weight, on the perceived learning outcomes (PLO) of being given with face-to-face or synchronous online education. Materials and Methods: Students between the ages of 18-25 studying at Acıbadem Mehmet Ali Aydınlar University PTR, participated in the study (n=215, 120 female / 95 male). In the last week of the course, the students filled out the POP Evaluation Form and the Online Education Satisfaction Questionnaire for the six courses with high theoretical weight. Results: For most of the PLO of the lessons, it was observed that similar results were obtained in both lesson systems (p>0.05). While higher scores were observed in PLO in synchronous education of occupational therapy lesson online (p<0.05), physiology and exercise physiology lessons were found to have higher scores in face-to-face education (p<0.05). In addition, the online education satisfaction was moderately associated with lecture of the instructor and lesson material (r=0.320-0.534, p<0.01). Conclusion: It has been shown that similar results were obtained in most of the PLO of giving theoretical weighted lessons with face-to-face education or online synchronous education, in PTR. While it has been found that the online education satisfaction was moderately associated with lecture of the instructor and lesson material, more research is needed in the future, especially regarding compulsory online education during the COVID-19 pandemic.

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