Online Learning: Perspectives of Students and Faculty in Two Disciplines-Occupational Therapy and Teacher Education

Simons, Dianne; Baron, Julie; Knicely, Kristi; Richardson, Judy S.

doi:10.1300/j003v14n02_02

Cited by 5 publications

(5 citation statements)

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“…Similar to other research studies, student learning outcomes in occupational therapy have been examined using student and faculty satisfaction and grades in didactic courses. Additionally, researchers in occupational therapy have also examined critical reasoning of occupational therapy students enrolled in online or distance education programs (Doyle & Jacobs, 2013;Farber, 2013, Mitchell & Batorski, 2009Richardson, 2004;Simons, Baron, Knicely, & Richardson, 2002). In spite of the increased research studies on student learning outcomes, the literature on overall graduate outcomes in occupational therapy between on-campus and hybrid programs is still limited.…”

Section: Online Education In Occupational Therapymentioning

confidence: 99%

Comparison of On-Campus and Hybrid Student Outcomes in Occupational Therapy Doctoral Education

Coppard

Bracciano

et al. 2014

The American Journal of Occupational Therapy

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We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate. Consistent with previous research, our results revealed no significant differences on most outcome variables, suggesting that hybrid programs are an effective delivery model for postsecondary higher education. These findings may provide guidance to occupational therapy programs in curriculum design, content delivery, and program refinement and development. Replication of this study is needed with a larger sample and inclusion of qualitative data. Future studies should compare the affective domain of graduate outcomes in on-campus and online or hybrid programs.

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Section: Online Education In Occupational Therapymentioning

confidence: 99%

Comparison of On-Campus and Hybrid Student Outcomes in Occupational Therapy Doctoral Education

Coppard

Bracciano

et al. 2014

The American Journal of Occupational Therapy

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“…Desde esta perspectiva las universidades abogan por realizar aportes en la educación de sus estudiantes reconociendo que las TIC tienen un papel importante. Es así como se reconocen varias experiencias a nivel internacional que se interesan por evidenciar el impacto del aprendizaje en línea para los terapeutas ocupacionales, brindar elementos para la construcción de cursos virtuales, y generar aportes para su desarrollo profesional y de posgrado (9)(10)(11)(12)(13)(14).…”

Section: Discussionunclassified

“…Inicialmente, Simons y colaboradores, valoraron la eficiencia, efectividad y satisfacción con este aprendizaje. Emplearon métodos mixtos, y lograron identificar que la experiencia para los estudiantes cumplía con los elementos mencionados, pero que sus limitadas destrezas en el computador y en el uso de la tecnología redujeron su eficiencia (9).…”

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Objetos virtuales para el aprendizaje autorregulado de estudiantes de terapia ocupacional

2017

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“…The on-line learning experience should be dynamic and collaborative allowing the students to engage in exploration, reflection, and the application of their knowledge. In creating this, the instructor must be aware of the influences of personal characteristics of the students such as learning styles, personalities, home environments, and internal drive (Simons et al, 2001). These factors along with others will influence the level of participation and depth that students reach in on-line learning activities.…”

Section: On-line Learningmentioning

confidence: 99%

Brief or New: The Benefits of On-Line Learning in Occupational Therapy

Gallew

2004

WOHC

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This paper discusses the benefits of incorporating an on-line program, such as Blackboard, into occupational therapy education to enhance the learning experience. An occupational therapy department at a midwestern university piloted the use of Blackboard in two classes in the spring semester of the junior year. Students (n = 16) ranging in age from 20-28 years participated in the pilot study, which lasted a period of 12 weeks. The students were given various assignments on Blackboard involving discussions, answering questions related to the lecture topic, and sharing evidence-based practice. Overall, the student perceptions of incorporating Blackboard into a traditional classroom were positive. Eighty-one percent of the students felt that Blackboard was easy to access, 75% felt that they could share thoughts and stories that they would not necessarily have shared in a classroom setting, and 81% felt that Blackboard expanded on lecture topics and relevant practice information. Data suggest that on-line learning can enHeather A. Gallew is Assistant Professor of Occupational Therapy,

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Online Learning: Perspectives of Students and Faculty in Two Disciplines-Occupational Therapy and Teacher Education

Cited by 5 publications

References 0 publications

Comparison of On-Campus and Hybrid Student Outcomes in Occupational Therapy Doctoral Education

Comparison of On-Campus and Hybrid Student Outcomes in Occupational Therapy Doctoral Education

Objetos virtuales para el aprendizaje autorregulado de estudiantes de terapia ocupacional

Brief or New: The Benefits of On-Line Learning in Occupational Therapy

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