TRANSITIONING TO ON-LINE LEARNING DURING COVID-19 AND LESSONS LEARNED
BY MONIKA ROBINSON , DROT , OTR / L AND LISA MAHAFFEY , PHD , OTR / L , FAOTA
Introduction
THE ONSET OF THE PANDEMIC BROUGHT MANY NEW ACCOM- MODATIONS AND CHANGES TO OUR EVERYDAY EXISTENCE , OF WHICH THE EDUCATION PRACTICES WITHIN OCCUPATIONAL THERAPY WERE NOT EXCLUDED . FROM THE CLASSROOM TO FIELDWORK LOCATION , INSTRUCTORS AND STUDENTS WERE IMPACTED BY THE PANDEMIC IN PROFOUND WAYS . THE LARG- EST TRANSITION WITHIN EDUCATION WAS THE INABILITY TO HAVE IN-PERSON SESSIONS AND THE TRANSITION TO VIRTUAL PLATFORMS FOR ONLINE LEARNING IN A SHORT PERIOD OF TIME . FROM THE STUDENT PERSPECTIVE , WHAT HAS BEEN PUBLISHED ABOUT STUDENT ONLINE LEARNING DURING COVID-19 IS THAT FACTORS SUCH AS ATTITUDE , MOTIVA- TION , SELF-EFFICACY AND USE OF TECHNOLOGY INFLUENCED THE ENGAGEMENT LEVEL AND ACADEMIC PERFORMANCE OF STUDENTS ( AGUILERA-HERMIDA , 2020 ). FROM THE FACULTY PERSPECTIVE , FAMILIARITY , ACCEPTANCE AND ATTITUDE OF ONLINE LEARNING , DIGITAL FLUENCY , AVAILABLE PREPARA- TION TIME , ACCESS TO LEARNING MANAGEMENT SYSTEMS , AND IT INFRASTRUCTURE SUPPORT IMPACTED THE EASE OF TRANSITION TO REMOTE EDUCATION .
Online Learning versus Emergency Remote Teaching
There is literature available about the difference between emergency remote teaching compared to planned and established online learning education . Online learning is defined as distance education that uses technology and can include a “… full range of computer-based learning platform and delivery methods , genres , formats and media such as multimedia , educational programming , simulations , games and use of new media on fixed and mobile platforms across all discipline areas ” ( Keengwe & Kidd , 2010 , p . 534 ). It encompasses nine dimensions that interact with one another and involve planning the modality , pacing , student-instructor ratio , pedagogy , online instructor and student roles , online communication synchrony , role of online assessments and source of feedback ( Means et . al , 2014 ). Emergency remote teaching is defined as a temporary solution to deliver instructional material in alternative mode during a crisis situation ( Hodges et . al , 2020 ). The authors here wish to share their experience and students ’ perceptions in using an existing learning management system supplemented with other virtual platforms when shifting to emergency remote teaching for an entry level occupational therapy doctoral level program during the COVID-19 pandemic .
Midwestern University Occupational Therapy Doctorate Program Transition
Prior to the pandemic , all courses were taught in-person with faculty using the existing learning management system to varying degrees as a repository for course materials , flipped classroom instruction , discussion board forums , and reflective journaling to support in-person coursework instruction . Our program converted to fully remote instruction during the first stage of pandemic with later implementation of limited small in-person groups for labs and small discussion groups . We utilized a learning management system augmented by other virtual platforms such as Zoom due to user friendliness and fewer connectivity issues over other existing virtual platforms . Digital learning methods utilized asynchronous recorded lectures , instructional videos , discussion boards , as well as synchronous learning opportunities using virtual classrooms , breakout rooms , polling , and other conferencing methods . Decisions about providing in-person instruction were reserved for those courses that required learning psychomotor skills and were conducted in full PPE while adhering CONTINUED ON PAGE 15
Illinois Occupational Therapy Association | 2021 ISSUE 1 14