Satisfaction of Graduate Students Involved in a Web-Based Learning Experience in Speech-Language Pathology

2002 ◽  
Vol 29 (Fall) ◽  
pp. 125-131
Author(s):  
Patricia Blackwell ◽  
Casey M. Roach ◽  
Barbara M. Baker
Keyword(s):  
Graduate Students ◽  
Learning Experience ◽  
Speech Language Pathology ◽  
Web Based ◽  
Web Based Learning ◽  
Language Pathology

The Instructional Effectiveness of a Web-Based Audiometry Simulator

2005 ◽  
Vol 16 (02) ◽  
pp. 079-084 ◽  
Author(s):  
Ann K. Lieberth ◽  
Douglas R. Martin
Keyword(s):  
Graduate Students ◽  
Graduate Training ◽  
Pure Tone Audiometry ◽  
Instructional Effectiveness ◽  
Speech Language Pathology ◽  
Hearing Tests ◽  
Web Based ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Graduate Training Programs

With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a virtual web-based audiometer or a portable audiometer. Competencies in basic testing skills were evaluated for each group. Results of our analyses of the data indicate that both undergraduate and graduate students learned basic audiometric testing skills using the virtual audiometer. These skills were generalized to basic audiometric testing skills required of a speech language pathologist using a portable audiometer.

The Clinical Educator's Companion: The WEB-Based ASHA Scope of Practice

2009 ◽  
Vol 19 (1) ◽  
pp. 10-12
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Scope Of Practice ◽  
Speech Language Pathology ◽  
Web Based ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
The Web ◽  
Current Practices

Abstract The purpose of this article is to encourage graduate students and practicing clinicians to review the current ASHA Web-based version of the Scope of Practice in Speech-Language Pathology. Using examples of how the Scope of Practice has been used in clinical education by the author, this article attempts to illustrate how ASHA has provided information such as position statements, technical reports, and knowledge and skills documents related to the topics that fall within our Scope of Practice. Finally, this article demonstrates that valid research regarding current practices is only a click away if the novice is directed to the ASHA Web-based Scope of Practice.

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

From Content Engagement to Cognitive Engagement

2013 ◽  
Vol 4 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Hamdy A. Abdelaziz
Keyword(s):  
Graduate Students ◽  
Study Skills ◽  
Flipped Classroom ◽  
Cognitive Engagement ◽  
Learning Model ◽  
Convenience Sample ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Experimental Group

The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A control group post-test only experimental design was applied in this paper to examine the effect of this new learning model on both self-questioning and self-study skills. To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at the Arabian Gulf University during the second semester of the 2012/2013 academic year. The dependent variables in this research were measured by self-questioning skills scale and self-study skills scale. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing self-questioning and self-study skills among graduate students. Each student in the experimental group was able to master self-questioning skills needed to apply quantitative research data analysis knowledge and methods. In addition, each student in the experimental group scored more than theoretical average of the self-study skills scale. The results of this paper may increase the probability and genralizability of using flipped classroom to deliver other statistical course at all educational levels. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

ECHO

2010 ◽  
pp. 539-555 ◽  
Author(s):  
Hadas Weinberger
Keyword(s):  
Learning Experience ◽  
Semantic Annotation ◽  
Methodological Approach ◽  
Context Aware ◽  
Web Based ◽  
New Approach ◽  
Approach To Learning ◽  
Web Technologies ◽  
Web Based Learning

In this chapter, we suggest Echo, a model for utilizing Web technologies for the design of Web-based context-aware learning. Web technologies are continuously evolving to enhance information retrieval, semantic annotation, social interactions, and interactive experiences. However, these technologies do not offer a methodological approach to learning. In this chapter, we offer a new approach to Web-based learning, which considers the role of the user in shaping the learning experience. The key feature in Echo is the analysis and modeling of content for the design of a Web-based learning experience in context. There are three elements in Echo: 1) a methodology to guide the learning process, 2) techniques to support content analysis and modeling activities, and 3) a three-layered framework of social-semantic software. Incorporating this framework facilitates knowledge organization and representation. We describe our model, the methodology, and the three-layered framework. We then present preliminary results from on-going empirical research that demonstrates the feasibility of Echo and its usefulness for the design of a context-aware learning experience. Finally, we discuss the usefulness of Echo and its contribution to further research in the field of Web technologies.

Web-Based Learning and Instruction

2011 ◽  
pp. 1-14 ◽  
Author(s):  
Valerie N. Morphew
Keyword(s):  
Learning Experience ◽  
Employee Training ◽  
Cost Effective ◽  
Web Based ◽  
Web Based Learning ◽  
Building Process ◽  
Web Based Instruction ◽  
Education Today ◽  
Based Instruction ◽  
Web Based Education

The precipitous rise in Web-based education and employee training speaks volumes of technology’s far-reaching potential. While most agree that Web-based instruction can be cost-effective and convenient, few academicians and practitioners have examined the efficacy of Web-based learning in terms of constructivism, the most widely accepted model of learning in education today. The constructivist approach to learning acknowledges that both teacher and student bring prior knowledge to the learning experience. Over time and through interaction with others in the learning environment, the student co-constructs new meaning as a knowledge-building process—piece by piece, new knowledge is built onto former knowledge. This differs from the former notion of learning that considered children as empty vessels waiting to be filled (tabula rasa). While constructivism is widely accepted by educators in theory, it is not always evident in teaching practices, including Web-based instruction. To help academicians and practitioners provide effective constructivist learning experiences for students and employees, the following issues will be addressed:

Speech-Language Clinician Personality Variables and Clinical Effectiveness

1983 ◽  
Vol 48 (2) ◽  
pp. 140-145 ◽  
Author(s):  
Susan Lake Crane ◽  
Eugene B. Cooper
Keyword(s):  
Graduate Students ◽  
Minnesota Multiphasic Personality Inventory ◽  
Profile Analysis ◽  
Clinical Effectiveness ◽  
Speech Language Pathology ◽  
Personality Variables ◽  
Language Pathology ◽  
The Relationship ◽  
Mmpi Profile ◽  
Female Graduate Student

The relationship between judged clinical effectiveness and personality variables as determined by the Minnesota Multiphasic Personality Inventory (MMPI) was studied in a population of 130 female graduate students in speech-language pathology from nine universities in six different states. An MMPI profile analysis for the total group indicated that the group was similar to other female graduate student populations and that the typical student, while being manifestly normal, might be described as being rather passive, compliant, stereotypically feminine, sensitive, anxious, highly imaginative, creative, and energetic. Although no single MMPI scale was found to differentiate between subject clinical effectiveness groups, the subjects' MMPI profiles were found to predict accurately the clinical effectiveness group to which the subjects were assigned.

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