Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online Education
As occupational therapy (OT) and physical therapy (PT) programs expand across the United States to address a shortage in the health workforce there is a limitedunderstanding of the relationship between learning strategies and academic success in these professions. The purpose of this study was to ex...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Eastern Kentucky University
2020-04-01
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| Series: | Journal of Occupational Therapy Education |
| Subjects: | |
| Online Access: | https://doi.org/10.26681/jote.2020.040205 |
| _version_ | 1828324244559233024 |
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| author | Evan M. Pucillo Erica Kiernan Mary P. Shotwell Jackie Crossen-Sills |
| author_facet | Evan M. Pucillo Erica Kiernan Mary P. Shotwell Jackie Crossen-Sills |
| author_sort | Evan M. Pucillo |
| collection | DOAJ |
| description | As occupational therapy (OT) and physical therapy (PT) programs expand across the United States to address a shortage in the health workforce there is a limitedunderstanding of the relationship between learning strategies and academic success in these professions. The purpose of this study was to explore the Learning and Study Strategies Inventory (LASSI) in relation to hybrid-online clinical neuroscience courseoutcomes in OT and PT students. Thirty-four students (n=14 OT; n=20 PT) self-administered the LASSI during the spring of 2019. The scales of Information Processing (r = -0.43; p<0.01), Self-Testing (r = -0.36; p<0.05), and Test Strategies (r = 0.32; p<0.05) displayed modest statistically significant relationships to final neuroscience grade and cumulative professional grade point average (r = -0.43; p<0.01), (r = -0.30; p<0.05), (r = 0.29; p<0.05), respectively. Some scales of the LASSI appeared to be modestly related to academic difficulty in this sample, however scales were not significantly related to academic achievement. Students who scored highly on the LASSI scale of Test Strategies tended to have higher course performance compared to their peers.Students who rely on certain learning strategies may be at risk for academic difficulty in hybrid-online coursework. Those who scored highly on the LASSI scales of Information Processing and Self-testing tended to have lower course performance compared to their peers.The LASSI may provide OT and PT students a better understanding of learning and study strategies that are related to academic difficulty in online learning. |
| first_indexed | 2024-04-13T19:02:38Z |
| format | Article |
| id | doaj.art-947b649a585c4d5ab2206fff6edd7a31 |
| institution | Directory Open Access Journal |
| issn | 2573-1378 |
| language | English |
| last_indexed | 2024-04-13T19:02:38Z |
| publishDate | 2020-04-01 |
| publisher | Eastern Kentucky University |
| record_format | Article |
| series | Journal of Occupational Therapy Education |
| spelling | doaj.art-947b649a585c4d5ab2206fff6edd7a312022-12-22T02:34:03ZengEastern Kentucky UniversityJournal of Occupational Therapy Education2573-13782020-04-014210.26681/jote.2020.040205Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online EducationEvan M. Pucillo0Erica Kiernan1Mary P. Shotwell2Jackie Crossen-Sills3University of St. Augustine for Health SciencesUniversity of St. Augustine for Health SciencesUniversity of St. Augustine for Health SciencesUniversity of St. Augustine for Health SciencesAs occupational therapy (OT) and physical therapy (PT) programs expand across the United States to address a shortage in the health workforce there is a limitedunderstanding of the relationship between learning strategies and academic success in these professions. The purpose of this study was to explore the Learning and Study Strategies Inventory (LASSI) in relation to hybrid-online clinical neuroscience courseoutcomes in OT and PT students. Thirty-four students (n=14 OT; n=20 PT) self-administered the LASSI during the spring of 2019. The scales of Information Processing (r = -0.43; p<0.01), Self-Testing (r = -0.36; p<0.05), and Test Strategies (r = 0.32; p<0.05) displayed modest statistically significant relationships to final neuroscience grade and cumulative professional grade point average (r = -0.43; p<0.01), (r = -0.30; p<0.05), (r = 0.29; p<0.05), respectively. Some scales of the LASSI appeared to be modestly related to academic difficulty in this sample, however scales were not significantly related to academic achievement. Students who scored highly on the LASSI scale of Test Strategies tended to have higher course performance compared to their peers.Students who rely on certain learning strategies may be at risk for academic difficulty in hybrid-online coursework. Those who scored highly on the LASSI scales of Information Processing and Self-testing tended to have lower course performance compared to their peers.The LASSI may provide OT and PT students a better understanding of learning and study strategies that are related to academic difficulty in online learning.https://doi.org/10.26681/jote.2020.040205academic difficultylearning strategiesstudy strategiesacademic performancelassi |
| spellingShingle | Evan M. Pucillo Erica Kiernan Mary P. Shotwell Jackie Crossen-Sills Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online Education Journal of Occupational Therapy Education academic difficulty learning strategies study strategies academic performance lassi |
| title | Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online Education |
| title_full | Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online Education |
| title_fullStr | Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online Education |
| title_full_unstemmed | Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online Education |
| title_short | Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online Education |
| title_sort | learning strategies and academic difficulty in occupational and physical therapy online education |
| topic | academic difficulty learning strategies study strategies academic performance lassi |
| url | https://doi.org/10.26681/jote.2020.040205 |
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