LAUSR

Abstract Background The rapid switch to online learning in response to the Covid-19 pandemic affected occupational therapy students’ education delivery. It is, therefore, important to investigate these impacts. Aims/objectives This study investigated the potential predictors of academic performance in undergraduate occupational therapy students after moving to online or blended learning post-Covid-19. Material and methods A total of 208 students from three Australian universities completed a demographic questionnaire and the Distance Education Learning Environment Scale (DELES). Hierarchical linear regression analyses were completed to identify significant students’ academic performance predictors. Results Hierarchical regression explained a cumulative total variance of 24.6% of students’ academic performance. The following independent variables were significant predictors: DELES student autonomy (p = 0.033), number of hours per semester week dedicated to indirect online study (p = 0.003), number of hours per semester week dedicated to indirect offline study time (p = 0.034), gender (p = 0.005) and English as a first language (p = 0.045). Conclusions The findings add to the knowledge base on the range of factors that have impacted occupational therapy students’ academic performance during the Covid-19 pandemic. Significance The outcomes will assist faculty in developing supportive and pedagogically sound learning modes across online, hybrid and traditional forms of instruction within occupational therapy curricula.