What does student feedback say about remote learning in counselling, psychotherapy and occupational therapy?

remote learningcounselling, psychotherapy and occupational therapy

Remote learning supports theory effectively but exposes weaknesses in placements and course operations. In the National Student Survey (NSS) remote learning comments, the overall tone skews negative (42.0% Positive, 53.8% Negative), with full‑time cohorts more negative than average (index −11.2). Within counselling, psychotherapy and occupational therapy, placements shape experience disproportionately (16.8% of all comments) and scheduling attracts strongly negative sentiment (−34.4). The category aggregates open‑text across the sector, while the subject grouping follows the CAH taxonomy used in UK HE for applied professional programmes; together they point programmes towards predictable placements, tighter timetabling, and remote‑first learning design.

Using student surveys and text analysis, institutions can gather insights directly from student voice to tailor remote provision for accessibility and engagement. For these programmes, the task is to sustain academic and professional standards while attending to emotional load and wellbeing.

How can we adapt practical training to a virtual environment?

In counselling, psychotherapy and occupational therapy, adapting practical training for remote learning demands careful design rather than like‑for‑like digitisation. Replace long synchronous blocks with shorter sequences that mix demonstration, guided practice and reflection. Invest in high‑quality demo capture (multi‑angle where feasible), structured role‑play in small groups, and clear submission specifications. Provide asynchronous parity: recordings and concise takeaways after every live session so students can revisit technique and language. Use scenario‑based simulations to rehearse nuanced interpersonal skills, then debrief with explicit links to assessment briefs and professional standards. Engage students in iterative pilots and use their feedback to refine sequencing, timing and workload.

What emotional and psychological effects do students report?

Isolation and the self‑management demands of dispersed study increase stress and anxiety, especially when placement or timetable uncertainty compounds workload. Build community deliberately: cohort‑level peer groups, time‑bounded discussion spaces linked to module aims, and scheduled tutor check‑ins focused on reflective practice. Offer brief, timetabled wellbeing sessions that equip students with evidence‑based coping strategies suited to therapeutic training. Close the loop on feedback with a short weekly “what we fixed” update to maintain trust and belonging.

How does remote delivery affect interaction and supervision?

Depth of supervision risks flattening online if we do not plan for it. Prioritise a consistent weekly rhythm (same platform, day and joining route), use 10–15 minute feedback segments with shared exemplars, and make mentoring intentions explicit in booking notes. Supplement live supervision with searchable recordings, written summaries and clear signposting to marking criteria. Where non‑verbal cues matter, schedule periodic small‑group skills clinics and encourage cameras‑on norms with informed consent and accessible alternatives.

What technology barriers and accessibility issues persist?

Connectivity, device quality and variable digital confidence still impede participation. Make remote‑first materials standard: captioned recordings, transcripts, alt‑text, and low‑bandwidth versions. Provide a short “getting set online” orientation for each new cohort, plus a one‑page “how we work online” playbook per module that consolidates links and expectations. Offer device‑loan schemes and rapid triage for access issues; keep a single, stable link hub for each module to reduce friction.

How do we maintain client confidentiality and ethical practice online?

Use platforms that meet information‑security requirements, and teach informed consent procedures adapted to remote contexts. Build data handling, confidentiality and boundary‑setting into modules through scenario‑based activities and reflective debriefs. Clarify recording policies, storage, and permissions; ensure students understand the implications of studying or practising from shared spaces and provide practical guidance on privacy.

Where are students demonstrating adaptation and resilience?

Students demonstrate resourcefulness in mastering digital tools, simulating client interactions and building reflective habits online. People‑centred support remains a strength in this subject area, with students often crediting tutors and programme teams for responsiveness and care. Programmes reinforce this resilience when they provide predictable operations, transparent assessment expectations, and opportunities for co‑creation of remote learning practices.

What should programmes do next?

• Treat placements as a designed service: publish allocation windows, define supervisory roles, and brief expectations early so students can plan around rota requirements.
• Tighten operational rhythm: visible ownership of timetables and changes, a single source of truth for course communications, and weekly updates that explain what changed and why.
• Standardise remote‑first delivery: consistent platforms, accessible materials, and asynchronous parity for every live session.
• Support international learners with time‑zone‑aware office hours, flexible deadlines and written follow‑ups for critical announcements.
• Where in‑person contact is pedagogically essential, adopt hybrid models that combine online learning with periodic, high‑value skills sessions.

How Student Voice Analytics helps you

Student Voice Analytics shows how remote learning and applied training interact in these programmes. It tracks topic volume and sentiment over time, with drill‑downs from provider to school and programme. You can segment by mode and age, demographics and CAH subject groups to compare like with like. Concise, anonymised summaries help programme teams prioritise placements and operations, assessment clarity and student support, and export‑ready outputs make it straightforward to brief colleagues and evidence improvement.

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• All-comment coverage with HE-tuned taxonomy and sentiment.
• Versioned outputs with TEF-ready governance packs.
• Benchmarks and BI-ready exports for boards and Senate.

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