Comparing learning platform impact on low vision education for occupational therapists

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dc.contributor.authorPerea, Jaimee D.
dc.contributor.authorSit, William
dc.creator.orcidhttps://orcid.org/0000-0002-0126-8637
dc.date.accessioned2023-03-21T16:26:15Z
dc.date.available2023-03-21T16:26:15Z
dc.date.issued2020
dc.descriptionArticle originally published in The Open Journal of Occupational Therapy, 8(1), 1–10. Published online 2020. https://doi.org/10.15453/2168-6408.1619
dc.description.abstractThis 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.en_US
dc.identifier.citationThis is a published version of an article that is available at https://doi.org/10.15453/2168-6408.1619. 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.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14707
dc.identifier.urihttps://doi.org/10.15453/2168-6408.1619
dc.language.isoen_USen_US
dc.publisherWestern Michigan Universityen_US
dc.subjectContinuing educationen_US
dc.subjectEducational technologyen_US
dc.subjectActive learningen_US
dc.titleComparing learning platform impact on low vision education for occupational therapistsen_US
dc.typeArticleen_US

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