Comparing learning platform impact on low vision education for occupational therapists

Perea, Jaimee D.
Sit, William
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Western Michigan University

This pilot study examines the impact of face-to-face, remote, and hybrid learning platforms on satisfaction, confidence, and knowledge-application of occupational therapy practitioners during a synchronous low vision continuing education program. Fifteen participants were divided into three groups, each corresponding to one learning platform. They engaged in two 45-min learning sessions and completed pre, post, and follow-up surveys to measure the impact of the learning platform on the dependent variables of satisfaction, confidence, and knowledge application. No significant differences were found between learning platforms for the three variables, but improvements from pre to follow-up survey were found to be significant for confidence and knowledge application for all groups. These f indings indicate that similar education provided to occupational therapy practitioners may result in improved confidence and knowledge application to clinical practice from the beginning to the end of the educational program, despite the learning platform. Flexibility with online learning options increased participation and adherence rates. Synchronous remote and hybrid learning platforms may be as effective as traditional face-to-face methods, specifically with increasing practitioner confidence and knowledge application. Remote options may reduce peer interactions but increase flexibility and convenience with scheduling for program scalability and accessibility.

Article originally published in The Open Journal of Occupational Therapy, 8(1), 1–10. Published online 2020.
Continuing education, Educational technology, Active learning
This is a published version of an article that is available at Recommended citation: Perea, J. D., & Sit, W. (2020). Comparing learning platform impact on low vision education for occupational therapists. The Open Journal of Occupational Therapy, 8(1), 1–10. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.