Richardson Pamela
Department of Occupational Therapy, San Jose State University, One Washington Square, San Jose, CA, 95192-0059.
Occup Ther Health Care. 2004;18(1-2):107-16. doi: 10.1080/J003v18n01_11.
SUMMARY Students' perceptions of personal and professional development in an online post-professional Master's degree program in occupational therapy were investigated. In-class postings, reflection papers, and e-mail surveys completed by 14 occupational therapists throughout the course of an online Master's program were coded and analyzed. Three themes were identified: the developmental process of post-professional education, the value of the online learning community, and the influence of positive and negative characteristics of online pedagogy in creating lifelong learners. Results indicated that the students perceived personal and professional growth that enhanced their clinical practice, and that the online learning community supported and enhanced this growth. Online pedagogy was effective in creating a cooperative learning environment that facilitated personal and professional development at the post-graduate level.
本研究调查了学生对职业治疗在线专业后硕士学位课程中个人及专业发展的看法。对14名职业治疗师在在线硕士课程期间完成的课堂发帖、反思论文和电子邮件调查进行了编码和分析。确定了三个主题：专业后教育的发展过程、在线学习社区的价值以及在线教学法的积极和消极特征对培养终身学习者的影响。结果表明，学生们认为个人和专业上的成长提升了他们的临床实践，并且在线学习社区支持并促进了这种成长。在线教学法有效地营造了一个合作学习环境，促进了研究生阶段的个人和专业发展。
