Potholes and Patches: Lessons Learned From The Transition of Two Professional Programs to Online Learning


  • Caroline L. Joyce Western Sydney University, Australia https://orcid.org/0000-0002-4423-2722
  • Nga Thanh Nguyen Western Sydney University, Australia
  • Colin Clark Western Sydney University, Australia
  • John Juriansz Western Sydney University, Australia
  • Carl Parsons Western Sydney University, Australia




This paper reports on students’ perceptions of two different modes of delivery: synchronous online learning and face-to-face learning. The study examines the perspectives of both medical and law students and the factors influencing their preferred mode of delivery. Data were obtained from 11 focus group interviews conducted between 2020 and 2021 with 29 students from the Schools of Law and Medicine. Two themes were generated from the analysis and indicate that both groups of students preferred the flexible blended learning mode of delivery, appreciating the advantages of face-to-face and online learning. Although learning experiences between the empirical discipline of medicine and the more rationalist study of law showed contrasts, to some degree, both groups of students endorsed changes to programs that afforded greater flexibility in learning opportunities. Various factors, including the nature of the discipline, required skills sets, and individual preferences, were found to influence the students’ preferred mode of delivery. This study contributes to the understanding of students’ perceptions and preferences, providing insights for educational institutions in designing effective instructional strategies in a rapidly evolving educational landscape.


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Student Experience

How to Cite

Potholes and Patches: Lessons Learned From The Transition of Two Professional Programs to Online Learning. (2024). Journal of University Teaching and Learning Practice, 21(1). https://doi.org/10.53761/fm6k7s13