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

Authors

  • Ingrid Mary Provident Chatham University
  • Joyce Salls Chatham University
  • Cathy Dolhi Chatham University
  • Jodi , Schreiber Chatham University
  • Amy Mattila Chatham University
  • Emily Eckel Chatham University

DOI:

https://doi.org/10.24059/olj.v19i3.526

Keywords:

Online curriculum, transformative learning, doctorate education

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.

Author Biographies

Ingrid Mary Provident, Chatham University

Assistant Professor Program Coordinator - Post- Professional Doctorate ( OTD) Program

Joyce Salls, Chatham University

Program Director

Cathy Dolhi, Chatham University

Academic Fieldwork Coordinator

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Published

2015-04-08

Issue

Section

Blended and Experiential Learning