Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Howard, Brenda S.

doi:10.26681/jote.2019.030205

Cited by 2 publications

(8 citation statements)

References 16 publications

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“…This is in line with the blended learning designs having a more effective or equivalent effect than the F2F class on the learning outcome in PT education, as reported by Ødegaard et al [13]. In addition, students in the blended learning design studies reported subjective opinion such as improvement of communication between students, appropriate course design and online learning environment to achieve learning outcomes, and improvements in autonomy and active participation [25][26][27]30,37]. This is consistent with the results of previous studies that framed learning goals; the use of technology to support achievement of those goals in education improves student engagement, student-student communication, student-instructor communication, and promotes critical discussion [48,49].…”

Section: Digital Learning Designs and Outcomessupporting

confidence: 83%

“…The online materials used were not intended to replace the F2F class session, but to supplement the content discussed in the classroom [18]. The blended courses in this review showed similar or improvement in learning outcomes compared to the F2F group [24,25,30,38]. This is in line with the blended learning designs having a more effective or equivalent effect than the F2F class on the learning outcome in PT education, as reported by Ødegaard et al [13].…”

Section: Digital Learning Designs and Outcomessupporting

confidence: 60%

“…One study included a basic science knowledge component, and 3D anatomy software was used for the anatomy course [24]. Studies that included procedural knowledge components addressed theories, frames of reference (FOR) [25,26], adaptive equipment [27], psychosocial dysfunction [28], communication partner training for adult aphasia [29], and interprofessional team skills [30]. Studies involving both procedural knowledge and clinical reasoning addressed ergonomics, autonomy, activity analysis, and other OT subjects [31], adult practice [32], mental health [33], eldwork training [34], interprofessional team skills in childhood, school practice [35], do-live-well (DLW) framework [36], and problem-based learning (PBL) scenarios [37].…”

Section: Key Clinical Skill Subjects and Outcomesmentioning

confidence: 99%

“…Other studies using blended learning have integrated synchronous or asynchronous online sessions with F2F sessions and addressed various course subjects. Howard [25] addressed OT theory: the F2F group showed signi cantly higher academic performance than the blended group, and the blended group reported that online sessions required a lot of busy work. However, in the study by Simons et al [26], students reported that blended learning in OT theory was effective, e cient, and satisfactory, as expected before the course.…”

Section: Digital Learning Design and Outcomesmentioning

confidence: 99%

“…Online session involves a continuum of content delivered electronically, from single assignments [63], and the use of computer-based learning management systems to fully web-based courses [64]. In particular, nine studies in this review used management system platforms such as blackboard, WebCT, and Moodle [25,26,30,33,34,35,40,44,45], most of which have been in e-learning course design. The core functions of the system are student management and tracking, material presentation, communication, scheduling, and learner testing.…”

Section: Digital Learning Promotes Active Learningmentioning

confidence: 99%

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Digital Learning Designs in Occupational Therapy Education: A Scoping Review

Hwang¹,

Shim

Cheon

2022

Preprint

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Background: Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods: We conducted a scoping study to aims to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy and education. The included studies were mapped according to the types of digital learning design, subject, key clinical skills, and outcomes. Results: Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, clinical reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions: In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

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Section: Digital Learning Designs and Outcomessupporting

confidence: 83%

Section: Digital Learning Designs and Outcomessupporting

confidence: 60%

Section: Key Clinical Skill Subjects and Outcomesmentioning

confidence: 99%

Section: Digital Learning Design and Outcomesmentioning

confidence: 99%

Section: Digital Learning Promotes Active Learningmentioning

confidence: 99%

See 3 more Smart Citations

Digital Learning Designs in Occupational Therapy Education: A Scoping Review

Hwang¹,

Shim

Cheon

2022

Preprint

View full text Add to dashboard Cite

show abstract

Digital learning designs in occupational therapy education: a scoping review

Hwang¹,

Shim

Cheon

2023

BMC Med Educ

View full text Add to dashboard Cite

Background Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes. Results Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

show abstract

Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Cited by 2 publications

References 16 publications

Digital Learning Designs in Occupational Therapy Education: A Scoping Review

Digital Learning Designs in Occupational Therapy Education: A Scoping Review

Digital learning designs in occupational therapy education: a scoping review

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