In recent years, providers of massage therapy education have, in growing numbers, started to use online technologies to support the learning processes of their students. Using a narrative review of the existing online learning literature, this paper aims to provide a solid pedagogical foundation for these early Office Fit Out
. It identifies five key factors—instructional pedagogy, quality of instruction, interaction and communication, individual learner qualities, and the online interface—that contribute to student satisfaction and achievement in the online context. The relationships between those factors and the experience of the online learner are discussed with reference to maximization of student satisfaction and achievement.

Keywords: Massage, distance education, educational models, vocational education, education

In recent years, a tsunami of online teaching has swept through the educational sphere. Massage educators have been relatively slow to adopt online learning methods, but this situation is changing. A number of institutions are now offering massage therapy education either purely online or with a blended style of delivery (that is, with a blend of online and face-to-face components), and a much greater number are considering an exploration of this area. There is a need for a solid pedagogical(1,2) foundation on which to base these early explorations. The present paper seeks to identify factors that un

The online environment is fairly dynamic and educational resources that were previously fully functional can become dysfunctional either because links to external resources become invalid or software upgrades cause unforeseen effects. Testing of online learning resources both before their initial use and on an ongoing basis is vital. Ideally, testing should occur before each use. A discussion with the student group concerning the possibility that resources may become dysfunctional and encouragement to report dysfunctions when they strike can help the students to react more positively to the experience of dysfunction when it occurs, especially if the dysfunction is rapidly corrected.

Technology dysfunction can occur when web servers fail, when a teacher’s or student’s connection with the Internet is cut off, and when students or staff have technical difficulties with the particular computer they are using. These and many other technology-related problems are possible. It is useful to discuss these possibilities with online teaching staff and to develop strategies for dealing with such situations when they occur. A help desk or a real-time computer-related support service can be of huge value for both staff and students in cases of technology failure.

It has been demonstrated that students typically have relatively unrealistic expectations about the course of study that they are intending to enter. In the experience of the author, entry-level massage students tend to have a relatively superficial understanding of the field of massage therapy. They expect their program of study to be primarily focused on applied massage techniques. They are often surprised by the amount of time they spend on the theory of massage, on anatomy and physiology, on communication, and on ethics and other aspects of professional practice. Many entry-level massage students will also not be expecting a program of study that is partially online and that involves a reasonable degree of computer use. This gap between the expectations and the realities of study is likely to lead to dissatisfaction and possible attrition unless the education provider takes an interest in student expectations. Massage education providers should consider working to actively seek feedback from and engage in dialogue with the students about sources of satisfaction and dissatisfaction. They should also rationalize the reasons for the use of online learning and strive to make explicit the links between theory and practice.

The expectations of students are not only about the subject material in their course of study. The expectations also extend to the nature of their experience as a learner. It has been demonstrated that students expect their interactions with the instructors to be honest and respectful and to demonstrate concern for their progress. They expect consultation about their learning experience and consideration of their perspective. These expectations are not unreasonable. They mesh with contemporary understandings of learner-centered teaching, and teaching staff should be encouraged to meet them.

To maintain an appropriate quality of instruction, effective induction processes for online staff and the attention of management are both advised. Staff induction processes should aim to develop competence with relevant technologies and an understanding of online teaching strategies and online design appropriate to each person’s role within the teaching team. The provision of clear, comprehensive instructions and prompt, high-quality feedback should be established in the minds of the online teaching staff as equal goals to strive for and should be regularly reinforced by management.

Taken as a whole, this list of recommendations could seem somewhat overwhelming, particularly to those entering the field for the first time who are simultaneously faced with an enormous range of communication technologies. It is probably best to treat the points expressed in this review as guidelines for practice towards which all can move over time.

The second article in this series will outline an assessment instrument that can be used to inform the development and management of the online components of massage therapy education programs.

Bryant FK. Determining the attributes that contribute to satisfaction among marketing students at the university level: an analysis of the traditional/lecture method versus the Internet mode of instruction. PhD thesis; New Mexico State University, Las Cruces, NM; 2003.

Hegarty B. The impact of technology on the quality of teaching and learning in tertiary institutions. Unpublished literature review; University of Wollongong, NSW, Australia; 2004.

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