Accommodating student learning styles and preferences in an online occupational therapy course

Area of Science:

• Occupational Therapy Education
• Online Learning
• Educational Psychology

Background:

• Inclusive online education requires addressing individual learning styles and preferences.
• Research-based approaches are crucial for occupational therapy online programs.

Purpose of the Study:

• To develop, implement, and evaluate an online learning module on learning styles for occupational therapy students.
• To explore students' experiences and the clinical applicability of learning style concepts.

Main Methods:

• An online learning module and assignment were implemented in a graduate occupational therapy course.
• Eight students completed a post-module online survey with multiple-choice, Likert-scale, and open-ended questions.
• Descriptive analysis was used for survey data.

Main Results:

• Students reported enjoyment and perceived clinical applicability of learning styles and preferences.
• Time and technology were significant motivators for students' assignment format selection.
• The study explored student engagement with online learning content and its practical relevance.

Conclusions:

• Integrating learning styles into occupational therapy online education can enhance inclusivity and perceived clinical relevance.
• Student motivation in online learning is influenced by practical constraints such as time and technology.
• Further research is needed to optimize online learning experiences in occupational therapy.