Systematization of a digital learning experience: contributions and challenges in the education of occupational therapists

Abstract

Introduction: Higher education institutions have been incorporating multimedia tools and technological resources in their education programs for years, as digital learning facilitates access to the educational process and adapts to the living conditions of students and teachers. Videos have become a widely used support strategy; however, their implications in the teaching-learning processes remain under study, particularly when they are constructed by peers and used during virtual tutorials. Objective: This study aims to analyze the contributions and challenges to student learning when peer-created videos are used during synchronous virtual tutorials, based on the opinion of those involved in the experience. Method: A mixed qualitative-quantitative practice systematization approach was used. Data were collected through two focus groups with 13 teachers and an online questionnaire completed by 84 students. Qualitative data underwent categorical content analysis, while quantitative data were analyzed by descriptive statistics. Results: Peer-created videos were found to enhance knowledge and skill acquisition, facilitate group discussions and active learning, and were valued as a dynamic strategy that organizes the tutorial process, offering students greater confidence in their education. Conclusions: There is no substantive contribution to the development of professional reasoning. Planned use of videos, conveying topics meaningful to both students and teachers, is recommended.