Collaborative online international learning in occupational therapy education: A pilot study of student experiences and usability

Introduction: Collaborative online international learning enables students to engage with peers from different countries, promoting accessibility and cultural humility. This study aimed to examine the benefits and usability of collaborative online international learning in occupational therapy education. Method: A pilot study was conducted with occupational therapy students from Israel (Ariel University) and the United States (Hofstra University). Participants engaged in three synchronous 90-minute online sessions (Zoom) and asynchronous collaboration (email/text). A post-course survey assessed students’ experiences. Results: Findings indicated that collaborative online international learning contributed moderately to students’ learning and that cultural differences had a positive, moderate impact. Students reported that working in international groups supported both professional and intercultural learning and that they valued their contributions to teamwork. A minority of participants reported challenges related to time differences and technical issues. Conclusion: Collaborative online international learning appears to be a feasible and potentially useful approach for supporting intercultural and collaborative learning in occupational therapy education. Successful implementation requires preparation, motivation, and support. Further research is needed to evaluate its effectiveness in relation to specific learning outcomes.