WebCT in occupational therapy clinical education: implementing and evaluating a tool for peer learning and interaction.

As occupational therapy expands into new practice arenas such as wellness, driver rehabilitation and ergonomics, educators are challenged to revise the curriculum as well as change educational technology. One of the changes in occupational therapy educational programmes is the utilization of on-line teaching. The purpose of this study was to evaluate the learning experiences of 42 occupational therapy students who were involved in a virtual learning environment during their six-week fieldwork placement. The results indicated that the majority of students enjoyed participating in this web-based learning environment (WebCT). A vast array of themes emerged from the on-line discussion and these themes reflected different levels of learning. Participation in WebCT during fieldwork appears to have a beneficial effect on student learning and achievement of stage 1 learning objectives by supporting students in peer learning. Other benefits include improving student autonomy during fieldwork, supporting self-directed learning and stimulating higher order thinking. Although the results of this study were positive there is still a need to further evaluate the effectiveness of web-based learning as an alternative to traditional educational methods during fieldwork education.

[1]  G. Fisher.  Mandatory Continuing Education: The Future of Occupational Therapy Professional Development? , 2001, Occupational therapy in health care.

[2]  J. Richardson,et al.  Online Learning: Perspectives of Students and Faculty in Two Disciplines–Occupational Therapy and Teacher Education , 2002, Occupational therapy in health care.

[3]  S. Engel.  Thought and Language , 1964 .

[4]  E. Cohn,et al.  Fieldwork education: shaping a foundation for clinical reasoning. , 1989, The American journal of occupational therapy : official publication of the American Occupational Therapy Association.

[5]  Janette R. Hill,et al.  Web-Based Instruction: Prospects and Challenges. , 2000 .

[6]  L. Harvey.  Continuing Education and the Geographically Isolated Therapist , 1983, Canadian journal of occupational therapy. Revue canadienne d'ergotherapie.

[7]  M. Bonello.  Fieldwork within the Context of Higher Education: A Literature Review , 2001 .

[8]  Holly M. Hutchins.  Enhancing the Business Communication Course through WebCT , 2001 .

[9]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[10]  Allison Brown.  Designing for learning: What are the essential features of an effective online course? , 1997 .

[11]  P. Pintrich.  Understanding self‐regulated learning , 1995 .

[12]  B. Christie,et al.  Fieldwork experience, Part II: The supervisor's dilemma. , 1985, American Journal of Occupational Therapy.

[13]  Norah Jones,et al.  For better or worse?the marriage of key skills development and on-line learning , 2002 .

[14]  Teresa Garcia,et al.  The role of motivational strategies in self-regulated learning , 1995 .

[15]  William J. Gibbs.  Implementing on-line learning environments , 1998, J. Comput. High. Educ..

[16]  Noel Entwistle,et al.  Motivational Factors in Students' Approaches to Learning , 1988 .

[17]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[18]  Cindy E. Hmelo,et al.  Computer-Assisted Instruction in Health Professions Education: A Review of the Published Literature , 1989 .

[19]  L. Steffe,et al.  Constructivism in education. , 1995 .

[20]  B. Gaiptman,et al.  Contracting in Fieldwork Education: The Model of Self-Directed Learning , 1989 .

[21]  M. E. Gredler,et al.  Learning and Instruction: Theory into Practice , 1986 .

[22]  Noel Entwistle,et al.  Approaches to learning and perceptions of the learning environment , 1991 .

[23]  Alan Knowles,et al.  Implementing Web-Based Learning: Evaluation Results from a Mental Health Course , 2001 .

[24]  Dean A. Morss,et al.  A study of student perspectives on Web-based learning: WebCT in the classroom , 1999, Internet Res..

[25]  B. Christie,et al.  Fieldwork experience, Part I: Impact on practice preference. , 1985, The American journal of occupational therapy : official publication of the American Occupational Therapy Association.

[26]  Richard K. Ladyshewsky,et al.  A quasi-experimental study of the differences in performance and clinical reasoning using individual learning versus reciprocal peer coaching , 2002 .

[27]  Donald A. Schön.  Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions , 1987 .

[28]  E. Cohn,et al.  Back to the future: new approaches to fieldwork education. , 1995, The American journal of occupational therapy : official publication of the American Occupational Therapy Association.

[29]  Susanne P. Lajoie,et al.  Computers As Cognitive Tools , 2020 .

[30]  Debra C. Henly,et al.  Use of the web to provide learning support for a large metabolism and nutrition class , 2001 .

[31]  Timothy A. Delicath,et al.  Postcourse Evaluations of WebCT (Web Course Tools) Classes by Social Work Students , 2000 .

[32]  Kathleen Burnett.  Interaction and Student Retention, Success and Satisfaction in Web-Based Learning. , 2001 .