The Validity of Online Learning in Occupational Therapy Curriculum

Autor/inn/en	Leeman, M. Blanche; Kupczynski, Lori; Aguilar, Sunddip; Groff, Shannon L.
Titel	The Validity of Online Learning in Occupational Therapy Curriculum
Quelle	In: Journal of Educational Technology, 16 (2019) 1, S.10-20 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Validity; Online Courses; Occupational Therapy; Student Attitudes; Case Studies; Blended Learning; Teaching Methods; Course Descriptions; Graduate Students; Undergraduate Students; Computer Peripherals; Technology Integration; Speeches; Video Technology; College Faculty; Teacher Student Relationship; Assignments; Age Differences; Computer Software + Suchen Sie Ihr Suchwort? Gültigkeit; Online course; Online-Kurs; Beschäftigungstherapie; Schülerverhalten; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Assignment; Auftrag; Zuweisung; Age; Difference; Age difference; Altersunterschied
Abstract	The profession of Occupational Therapy has over a 100-year history embracing technology. The relationship of technology and occupational therapy remains prevalent as a foundational skill taught in the occupational therapy curriculum. To stay current with emerging technology, a course written for master level occupational therapy students included the technologies of 3D printing and online learning. The purpose of this study was to measure the two-credit online course from the students' perspective for the value the student perceived in the profession of occupational therapy. Also measured was the educational format of the course where novel skills are taught through an online format. A qualitative case study research approach was used to garner the students' perception of the value of online learning. Two focus groups and four individual interviews were completed to collect data. The software NVivo 12 was used to organize and code the data. Results suggested that 88.2% of the students recommended to keep the course online as opposed to hybrid or traditional face-to-face format. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01