Open AccessDesign of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students
Author(s) -
Ingrid Provident,
Joyce Salls,
Cathy Dolhi,
Schreiber Jodi,
Amy Mattila,
Emily Eckel
Publication year - 2015
Publication title -
online learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.182
H-Index - 49
eISSN - 2472-5749
pISSN - 2472-5730
DOI - 10.24059/olj.v19i3.672
Subject(s) - transformative learning , dialog box , curriculum , context (archaeology) , pedagogy , psychology , blended learning , reflection (computer programming) , educational technology , mathematics education , medical education , computer science , medicine , paleontology , world wide web , biology , programming language
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.