Enabling meaningful learning through Web-based instruction with occupational therapy students

Perlman, Cynthia; Weston, Cynthia; Gisel, Erika G.

doi:10.1007/s11423-008-9097-2

Cited by 27 publications

(17 citation statements)

References 19 publications

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“…Instructors perceived benefits of online instruction as rich peer interactions and greater engagement with and reflection on course content (Farber, 2013;Hollis & Madill, 2006); but perceived disadvantages of significantly greater course prep time and ability of unmotivated students to disengage (Hollis & Madill, 2006). Instructors noted that careful course planning and selection of mature students have been key to success in online courses (Blackington, 2013;Doyle & Jacobs, 2013;Foster, Shurtz, & Pepper, 2014;Hollis & Madill, 2006;Mathiowetz et al, 2016;Perlman et al, 2010;Teeters Myers & O'Brien, 2015). Learners echoed that course organization was important and added that timely feedback from the instructor and active engagement with the material were critical for learning (Schaber & Shanedling, 2012).…”

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confidence: 99%

Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Howard

2019

JOTE

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Minimal evidence exists regarding online education in occupational therapy. This study explored entry-level occupational therapy (OT) student responses to two methods of instruction in an applied OT theory course. The investigator used a retrospective quasi-experimental, nonrandomized comparison group design with mixed methods to compare two cohorts of entry-level OT students. Data included midterm exam, final exam, and cumulative course grades, as well as qualitative data from a final exam essay question. Demographic data and cohort mean grade-point averages were collected at the program level. One cohort received face-to-face instruction, while the other received online hybrid and face-to-face instruction. The face-to-face cohort had statistically significantly higher summative course grades. The investigator could not factor out pre-program GPA, which may have impacted results. With qualitative analysis, the investigator found evidence for a priori themes of the value of theory and growth in theory application. Emergent themes included use of theory for clinical reasoning, client-centered practice, theory integration in practice, and theory in the OT process. Students in the online hybrid section perceived that the course required more busywork. Online and hybrid instruction can be an effective means of content delivery for OT applied theory.

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confidence: 99%

Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Howard

2019

JOTE

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“…Although online pedagogical approaches have made steady inroads within social work education, some educators caution that online courses can neither replace face-to-face experiences nor provide equivalent opportunities for socialization into the profession (Banks & Faul, 2007;Perlman, Weston, & Gisel, 2010). Critics argue that Web-based approaches offer insufficient personal interaction and collaboration, both of which are vital to the development of essential interpersonal skills valued by the profession (Allen & Seaman, 2011;Perlman et al, 2010).…”

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confidence: 99%

“…Critics argue that Web-based approaches offer insufficient personal interaction and collaboration, both of which are vital to the development of essential interpersonal skills valued by the profession (Allen & Seaman, 2011;Perlman et al, 2010). Opponents also assert that online environments do not offer the same opportunity as traditional classroom settings for the dialogue, discussion, and debate necessary for authentic intellectual growth (Brabazon, 2002;York, 2008).…”

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confidence: 99%

Comparative Analysis of an Online and a Traditional MSW Program: Educational Outcomes

Cummings¹,

Chaffin

Cockerham

2015

Journal of Social Work Education

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This study compared the educational outcomes of the University of Tennessee College of Social Work's online and traditional MSW programs (N = 345). Knowledge, skill, and satisfaction outcomes were compared for online and traditional students in 3 tracks: full-time, part-time, and advanced standing (AS). There were no significant differences between online and traditional students in any track for the majority of educational outcomes. Significant differences were found, however, in online and traditional students' grade point averages (GPAs), field competency ratings, and satisfaction. Traditional AS students had higher GPAs; online part-time students received significantly higher ratings in 6 of 8 field competency ratings; and online AS students were more satisfied with faculty accessibility, helpfulness, and advising. Pedagogical and research outcomes are discussed.

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“…Therefore, case studies are often used in the education of many health professionals and are combined with a wide variety of learning activities. The cases may take the form of text cases, video cases, virtual patients, simulated or standardized patients (Cohn, Coster, & Kramer, 2014;Cook & Triola, 2009;Giles et al, 2014;Lysaght & Bent, 2005;Perlman, Weston, & Gisel, 2010;Tomlin, 2005). The formats vary in their practical applications by instructors and demands of learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Using Case-Based Learning to Facilitate Clinical Reasoning Across Practice Courses in an Occupational Therapy Curriculum

Murphy

Radloff²

2019

JOTE

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Although occupational therapy educators have historically used cases as a means to prepare students for clinical practice, there is little evidence that this instructional method actually facilitates clinical reasoning. This convergent, parallel mixed methods study examined how the use of varied case formats, built on the tenets of case-based learning, facilitated specific components of clinical reasoning, and explored how the cases contributed to readiness for professional practice. Case formats included text, video, role-playing, simulated patients, and a client. Case-based learning activities included application of models and frames of reference, conducting assessments, planning and implementing interventions, clinical documentation, and identification of reasoning used. All cases included the opportunity for instructors to provide direct and appropriate feedback, and facilitation of student reflection on their performance. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) was used for quantitative data analysis and detected statistically significant changes in the use of theory and frames of reference to inform practice and in student reasoning about interventions, following case-based learning. Student surveys allowed for pragmatic qualitative analysis, and identified the themes of self-awareness, confidence, and developing competence related to readiness for fieldwork and clinical practice. Student preferences for case format and benefits of varied types of cases were identified. Case-based learning used different case formats, and contributed to the occupational therapy student transition from a clinical reasoning novice to an advanced beginner. Knowledge of this process is useful to occupational therapy educators in structuring case-based learning activities to influencing reasoning.

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Enabling meaningful learning through Web-based instruction with occupational therapy students

Cited by 27 publications

References 19 publications

Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Comparative Analysis of an Online and a Traditional MSW Program: Educational Outcomes

Using Case-Based Learning to Facilitate Clinical Reasoning Across Practice Courses in an Occupational Therapy Curriculum

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