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.

Qualitative Meta-Data Analysis: Perceptions and Experiences of Online Doctoral Students

“…Study participants commented on new directions for their careers and new professional goals as a result of the program (Provident et al, 2015). Being able to work full time and complete a degree was identified as a major advantage (Andrew, 2012;Bolliger & Halupa, 2012).…”

“…Students also said the peer support helped to offset feelings of isolation in the online modality. Being in a cohort program was perceived as an advantage (Provident, et al, 2015). Peer support (Fahlman, 2011;Kumar et al, 2013) and new challenges (Provident et al, 2015) were deemed important and positive experiences.…”

“…Being in a cohort program was perceived as an advantage (Provident, et al, 2015). Peer support (Fahlman, 2011;Kumar et al, 2013) and new challenges (Provident et al, 2015) were deemed important and positive experiences. Support from dissertation chairs and mentors were helpful.…”

“…Flexibility: Flexibility with the online degree is an important theme that ran through the five studies. Participants perceived online learning as flexible, convenient, and conducive to maintaining personal lives (Provident et al, 2015;Bolliger & Halupa, 2012). Students were positive about being able to stay at their place of employment and in their own community without having to travel or drive to obtain a degree.…”

“…Although support from family was mentioned, far more important was support from classmates and faculty. Students in cohort groups identified the cohort as providing positive peer relationships and a "safe" group to go to for help (Provident, et al, 2015). Participants value peer support.…”