Course redesign to promote local and global experiential learning about human occupation: Description and evaluation of a pilot effort

Abstract

Introduction: Globalisation heightens the need for diverse learning experiences regarding human occupation. This article describes
a two-phase redesign of an undergraduate occupational science course that generated community outings in the United States (U.S.)
and synchronous online interactions between U.S. and Swedish students. Via experiential learning opportunities, the course redesign
aimed to enhance students' understanding of occupational science and occupational therapy concepts as well as how such concepts
are taken up across global contexts.
Method: 96 undergraduate U.S. occupational science students participated in community outings, and 52 of those students also
participated in synchronous online interactions with 35 undergraduate Swedish occupational therapy student peers. U.S. students
provided feedback about the community outings and synchronous online interactions via written course evaluations and reflections.
Results: U.S. students perceived community outings and synchronous online interactions as positive learning opportunities but also
suggested possible improvements which have been implemented in subsequent iterations of the course.
Conclusions: When accompanied by structured reflective opportunities, local and global experiential learning can positively impact
students. It is important to consider how experiential learning fits within course objectives, as well as how technology enables or inhibits
experiential learning across local and global contexts.

Key words: Experiential learning, learning spaces, synchronous online education, occupational science, occupational therapy.

The South African Journal of Occupational Therapy

http://dx.doi.org/10.17159/2310-3833/2015/v45n1a10