Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students

Abstract

Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several themes emerged which are presented using the framework of Person/Learner, Environment/Learning Context, and Occupation/Engagement in Learning Activities. Strategies such as active learning; assignments that directly apply to students' work settings; implementation of a cohort model; and use of reflection, dialog, and project implementation appear to be effective in facilitating transformative learning in an online clinical doctoral program.

Faculty Best Practices to Support Students in the ‘Virtual Doctoral Land’

“…Research during this period also continued to focus on supportive mentoring practices, continuous support for doctoral students and sensitivity to cultural issues. In addition, the research also started to focus on curriculum design issues helping doctoral learners become transformational learners (Provident, Salls, Dolhi, Schreiber, Mattila, & Eckel, 2015).…”

Retrospective Analysis of Graduates’ Outcomes in a Post-Professional Occupational Therapy Doctorate Program

“…A scarcity of literature exists that examines the benefits of a POTD degree. Provident et al (2015) and Salls et al (2012) both had limited or small sample sizes from single source populations but noted that graduates of POTD programs reported personal and professional growth. Salls et al (2012) found that POTD graduates were more likely to utilize evidence-based practice (EBP) and reported increased familiarity with the use of scholarly writing, which helped them to overcome time constraint barriers.…”

Identifying Significant Personal and Program Factors that Predict Online EdD Students’ Program Integration

“…Online Communication, Synchronous, and Asynchronous. Throughout the online education literature, it is documented that connection with faculty members in the online environment is vital to students' integration into learning communities (Provident et al, 2015;Rademaker et al, 2016), and teaching presence, with the associated social presence, can be supported online through the use of technology (Rockinson-Szapkiw, Baker, Neukrug, & Hanes, 2010). Ivankova and Stick (2007) conducted a mixed methods study, surveying 278 doctoral online students within Doctor of Education programs and following up with in-depth interviews.…”