Student Development in an Online Post-Professional Master's Program

Abstract

SUMMARY Students' perceptions of personal and professional development in an online post-professional Master's degree program in occupational therapy were investigated. In-class postings, reflection papers, and e-mail surveys completed by 14 occupational therapists throughout the course of an online Master's program were coded and analyzed. Three themes were identified: the developmental process of post-professional education, the value of the online learning community, and the influence of positive and negative characteristics of online pedagogy in creating lifelong learners. Results indicated that the students perceived personal and professional growth that enhanced their clinical practice, and that the online learning community supported and enhanced this growth. Online pedagogy was effective in creating a cooperative learning environment that facilitated personal and professional development at the post-graduate level.

Why are you here? Needs analysis of an interprofessional health-education graduate degree program

“…In describing this phenomenon, participants’ language varied from “joining a guild” to “being cool.” We did not know that we needed digital music until others invented and Steve Jobs perfected it. Community is a key component of professional formation, and like Richardson,7 we demonstrated that it is attainable in a part-time program. The live-seminar components of this program reinforced connections made in an online environment and fostered future networking.…”

“…Distance learning and asynchronous delivery were proposed as solutions if technical considerations could be addressed. Richardson presented a detailed account of occupational therapists who participated in a postprofessional master’s program 7. This was a distance-learning degree focused on clinical practice and investigation.…”

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

“…In many studies that have compared undergraduate and graduate students in traditional versus online courses, the outcomes are often measured by student and faculty selfreports, test grades, and final course grades (e.g., Allen et al, 2006;Clark, 2002;Farber, 2013;Fredda, 2000;Hong, 2002;Johnston, 2008;Means et al, 2009;Neuhauser, 2002;Phye, 1997;Richardson, 2004;Van Schaik, Barker, & Beckstrand, 2003;Weiss, Schreuer, Jermias-Cohen, & Josman, 2004). Collectively, these studies' findings revealed no significant difference in learning outcomes between students who were enrolled in traditional and online programs.…”

Student Outcomes in a Postprofessional Online Master’s– Degree Program

“…Graduatesacknowledgedthetransformationalnatureof theeducationalexperiencethatresultedinbothpersonaland professional growth (Richardson, 2004). They expressed feelingsofprofessionalrenewalandincreasedpride:"Igained anincreasedanddeeperunderstandingofourprofessionas wellasarenewedrespectforthepowerofoccupation";"The yearpriortoenteringtheprogram,Ifeltdisillusionedwith thefieldofoccupationaltherapy.IdidnotfeelIwaspracticingoccupationaltherapy.Whileattendingandsincegraduation,Inolongerhavethosefeelings";"Ilostmy'origins'or meaningofwhatbeinganoccupationaltherapistwas...I regainedthatknowledgeandpridewhileattendingthemaster'sprogram.…”

“…Theliteraturesuggeststhatpostprofessionaleducation produces both tangible and intangible benefits to participantsandthatgraduatesofpostprofessionalprogramsgoon toexpandtheirprofessionalengagementsandcontributions, therebybenefitingtheirprofession.Inaddition,literatureon onlineprogramssuggeststhattheycanbeeffectiveinprovidingappropriateeducationalchallengesandhigherlevellearningopportunitiesforadultlearners.Onlinepostprofessional master's-degreeprogramscanbeaviableeducationaloption for occupational therapists balancing work and family responsibilities. Apriorqualitativestudyofthefirstcohortofstudentsin ourpostprofessionalmaster's-degreeprogram (Richardson, 2004)documentedstudentperceptionsofthepersonaland professional transformations they experienced in the program.However,wehadnodataonwhethertheseperceptions translatedintoprofessionalengagementandcontributionsto thefield.Therefore,thepurposeofthisstudywastoevaluate theprofessionalactivitiesandperceptionsofprogrambenefits of occupational therapists who had obtained a masters of science(MS)degreeinourpostprofessionalonlineprogram. Inadditiontoin-classdiscussions,a"TownSquare"is accessibletoallstudentsandfacultyintheprogramwhere informationanddiscussionsofgeneralinterestareposted.…”