CONTINUED FROM PAGE 17 and online simulation cases available through various vendors . This will allow students additional earning opportunities and exposures to simulated patient learning scenarios for review of evaluation and intervention methods using different conditions and contexts
• Use of online reflection and discussion , such as continued discussion forums , postings following in-person class content review , peer-reviewed content of small group discussions , and elaboration opportunities for complex content review . This will allow students additional methods for review and reflection and engagement with other classmates who would otherwise not be comfortable or apt to engage when in-person .
As we move forward with the department ’ s goal towards universal design , continued use and consideration of how we can continue with online learning will help us achieve the objective of universal design for education , to enable us to engage and meet the needs of all the different learning methods of our students . Regardless of the extent of our continued use of online learning , we will continue to strive towards meeting the learning needs of our students as future , successful practice leaders .
References
Aguilera-Hermida , A . P . ( 2020 ). College students ’ use and acceptance of emergency online learning due to COVID-19 . International Journal of Educational Research Open , 1 , 100011 . https :// doi . org / 10.1016 / j . ijedro . 2020.100011
Hodges , C ., Moore , S ., Lockee , B ., Trust , T ., & Bond , A . ( 2020 ). The difference between emergency remote teaching and online learning . Educause review , 27 , 1-12 . https :// er . educause . edu / articles / 2020 / 3 / the-difference-between-emergency-remote-teaching-and-online-learning
Keengwe , J . & Kidd , T . ( 2010 ). Towards best practices in online learning and teaching in higher education . Journal of Online Learning and Teaching , 6 ( 2 ), 533-541 . http :// jolt . merlot . org / vol6no2 / keengwe _ 0610 . htm
Sandars J ., Correia , R ., Dankbaar , M ., de Jong , P ., Sun Goh , P ., Hege , I ., Masters , K ., Oh , S ., Patel , R ., Premkumar , K ., Webb , A & Pusic , M . ( 2020 ). Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic . MedEdPublish , 9 ( 1 ), 82 , https :// doi . org / 10.15694 / mep . 2020.000082
Lisa Mahaffey , PhD , OTR / L , FAOTA
Lisa Mahaffey , PhD , OTR / L , FAOTA , Professor at Midwestern University in Downers Grove , IL , worked in a variety of settings serving adults , adolescents , children , and older adults with psychiatric disabilities prior to teaching . Dr . Mahaffey has served both AOTA and ILOTA since the early 2000s and currently serves as AOTA Board Director . She has also published numerous book chapters and manuscripts related to mental health and disability .
Monika Robinson , DrOT , OTR / L
Monika Robinson , DrOT , OTR / L is an Assistant Professor for the Occupational Therapy Doctorate Program at Midwestern University and co-owner of Living Fullt at Home , LLC .
Illinois Occupational Therapy Association | 2021 ISSUE 1 18