A hybrid learning model for the MOT program at SSU is being designed to meet the needs of the generation of student learners, rural community, and boost student enrollment. Using best practice guidelines, discussions during faculty retreat and weekly meetings, and student feedback, the hybrid learning model is ideal for those students who desire a flexible learning environment. This change in the delivery provides an opportunity to update our curricular design, themes, and provide a clear rationale for the selection of course content and determine the scope and sequence of course content (AOTA, 2021). According to the U.S. Department of Education, hybrid learning is being recognized as the “fastest growing enrollment sections in higher education” (Mu et al., 2014, p. S52). Hybrid delivery allows students the opportunity to engage in higher learning using face-to-face and web-based instruction (Mu et al., 2014). A study by Mu et al. (2014) concludes similar outcomes on NBCOT practice exams, FWPE scores, and didactic coursework for traditional and hybrid programs, which indicates that the hybrid delivery model is an effective model to deliver occupational therapy education and training.
The current Master of Occupational Therapy (MOT) curriculum is taught face to face with community learning experiences and less than 17% of the material online. The proposed change is to convert all MOT prefix courses (except for level II fieldwork) to a hybrid format to optimize student engagement using face-to-face and web-based learning environments (Mu et al., 2014) in which web-based material will be delivered in a synchronized and asynchronized format, and face-to-face intensive skill-based labs and experiential learning experiences will occur on campus/community partner sites three weeks per semester. The face-to-face experiences on campus will occur the first week of the semester, mid-semester, and at the end of the semester. A graduate level statistics course, with STAT prefix, will be taught 100% online that is a new course addition to the program curriculum. The projected conversion of curriculum is 40% active learning in person and 60% active learning online (not including Level II fieldwork).
