Faculty Perceptions of Active Learning in Occupational Therapy Education: Strategies Utilized, Feasibility, and Student Outcomes

Document Type (Journals)

Original Research

Abstract

This study utilized a concurrent mixed-methods approach using an online survey to examine occupational therapy and occupational therapy assistant faculty members' knowledge and use of active learning strategies, perceived barriers, and perceptions of student engagement and learning outcomes. The investigators developed a survey, including 22 closed and open-ended questions, capturing demographics, knowledge, barriers, strategy use, and student outcomes. Quantitative data analysis employed descriptive statistics, indicating that knowledge of active learning was most frequently gained through on-the-job experience. Findings also revealed differences in strategy use across course types: active learning was used more frequently in practice-based courses and less frequently in science-based courses. Cooperative/group work was the most commonly used strategy while self-assessment was the least utilized. Reported barriers included time constraints and challenges related to student motivation and buy-in. Qualitative thematic analysis identified four key themes: enhanced academic engagement, strategic preparedness for active learning, building professional reasoning proficiency, and systemic barriers to active learning implementation. Study results suggest a variety of active learning strategies can effectively be used in occupational therapy education programs. Increased faculty development, institutional support for time and resources, and student-focused strategies for understanding of the approach may enhance implementation. This study offers valuable insights into the perceptions and outcomes of active learning within occupational therapy academic programs, reinforcing its value in didactic education. Future studies assessing learning outcomes may provide a clear understanding of student outcomes when active learning strategies are used.

Biography

Heidi N. Robertson, OTD, OTR/L is an associate professor of occupational therapy at Massachusetts College of Pharmacy and Health Sciences. She has experience primarily with pediatric populations in practice. Her research interests include pediatric interventions for neurotypical students and SOTL studies.

Erin Westover, OTD, OTR/L, BCP is an assistant professor of occupational therapy at the University of Nebraska Medical Center. Her occupational therapy practice background was primarily in pediatric and school-based settings. Her research interests include SOTL projects and positive mental health promotion in children and youth.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Robertson, H. N., & Westover, E. (2026). Faculty Perceptions of Active Learning in Occupational Therapy Education: Strategies Utilized, Feasibility, and Student Outcomes. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/8