e-Learning in Phoniatrics and Speech-Language Pathology: Exploratory Analysis of Free Access Tools in Augmentative and Alternative Communication.
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| Title: | e-Learning in Phoniatrics and Speech-Language Pathology: Exploratory Analysis of Free Access Tools in Augmentative and Alternative Communication. |
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| Authors: | Büchs, Jessica1 (AUTHOR) jbuechs@ukaachen.de, Neuschaefer-Rube, Christiane1 (AUTHOR) |
| Source: | JMIR Medical Education. 2025, Vol. 11, p1-12. 12p. |
| Subject Terms: | *Speech-language pathology, *Digital learning, *Learning goals, *Online education, *Cognitive styles, Means of communication for people with disabilities |
| Abstract: | Background: Augmentative and alternative communication (AAC) is a therapeutic approach and modality of expression for patients with limited or no expressive language. Speech-language pathologists and phoniatricians need to be competent in AAC to treat patients with complex communication needs. For knowledge acquisition and enhancement in AAC, a significant number of e-learning tools are available. To improve e-learning in AAC, it is essential to understand the attributes of these tools, such as formats, content areas, learning styles, or learning goals. However, these structures have yet to be investigated. Objective: With this study, we aimed to (1) explore free access AAC e-learning tools that are appropriate for students and professionals of phoniatrics and speech-language pathology; (2) gain insight into formats, content areas, learning styles, and learning goals; and (3) investigate structural differences within and between basic and advanced learner level. Methods: In 2023, we conducted a systematic web-based search with defined search terms in PubMed, peDOCS, Google Scholar, Google, the Apple App Store, and the Google Play Store in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 guidelines and piloting a protocol for data abstraction and validation. Inclusion criteria were free access, a mandatory minimum AAC content, and the use of the English or the German language. Social networks, video-sharing platforms, blogs, and forums were excluded. We analyzed formats (websites, online courses, apps, and podcasts), content areas (types of AAC, diagnostics, therapy, and other content areas), learning styles (visual, auditory, and audio-visual), and learning goals (receptive and performative) within and between basic and advanced level tools. Results: We identified 131 tools, of which 57 (43.5%) were basic level and 74 (56.5%) were advanced level. Of these 131 tools, 105 (80.2%) were websites, 21 (16%) were online courses, 3 (2.3%) were apps and 2 (1.5%) were podcasts. Only 12 out of 74 (16.2%) tools for advanced learners offered performative tasks. For basic learners no such tasks could be identified. For learning style, all basic tools and most of the advanced level tools were "visual (text)" (57/57, 100% basic vs 66/74, 89.2% advanced). In terms of content, advanced level tools pertained more often to "diagnostics" (28/57, 49.1% basic vs 65/74, 87.8% advanced) and "therapy" (17/57, 29.8% basic vs 64/74, 86.5% advanced). Advanced level courses were more likely online courses (2/57, 3.5% basic vs 19/74, 25.7% advanced) and more often showed audio-visual learning styles compared with basic level tools (5/57, 8.8% basic vs 27/74, 36.5% advanced). Conclusions: Our study showed that free-access AAC tools for phoniatrics and speech-language pathology varied in formats, content areas, learning styles, and learning goals. Furthermore, we found differences within and between learner levels. Thus, we established a basis for future research in e-learning in AAC. [ABSTRACT FROM AUTHOR] |
| Copyright of JMIR Medical Education is the property of JMIR Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191923154 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: e-Learning in Phoniatrics and Speech-Language Pathology: Exploratory Analysis of Free Access Tools in Augmentative and Alternative Communication. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Büchs%2C+Jessica%22">Büchs, Jessica</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jbuechs@ukaachen.de</i><br /><searchLink fieldCode="AR" term="%22Neuschaefer-Rube%2C+Christiane%22">Neuschaefer-Rube, Christiane</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22JMIR+Medical+Education%22">JMIR Medical Education</searchLink>. 2025, Vol. 11, p1-12. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Speech-language+pathology%22">Speech-language pathology</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+goals%22">Learning goals</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br /><searchLink fieldCode="DE" term="%22Means+of+communication+for+people+with+disabilities%22">Means of communication for people with disabilities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Augmentative and alternative communication (AAC) is a therapeutic approach and modality of expression for patients with limited or no expressive language. Speech-language pathologists and phoniatricians need to be competent in AAC to treat patients with complex communication needs. For knowledge acquisition and enhancement in AAC, a significant number of e-learning tools are available. To improve e-learning in AAC, it is essential to understand the attributes of these tools, such as formats, content areas, learning styles, or learning goals. However, these structures have yet to be investigated. Objective: With this study, we aimed to (1) explore free access AAC e-learning tools that are appropriate for students and professionals of phoniatrics and speech-language pathology; (2) gain insight into formats, content areas, learning styles, and learning goals; and (3) investigate structural differences within and between basic and advanced learner level. Methods: In 2023, we conducted a systematic web-based search with defined search terms in PubMed, peDOCS, Google Scholar, Google, the Apple App Store, and the Google Play Store in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 guidelines and piloting a protocol for data abstraction and validation. Inclusion criteria were free access, a mandatory minimum AAC content, and the use of the English or the German language. Social networks, video-sharing platforms, blogs, and forums were excluded. We analyzed formats (websites, online courses, apps, and podcasts), content areas (types of AAC, diagnostics, therapy, and other content areas), learning styles (visual, auditory, and audio-visual), and learning goals (receptive and performative) within and between basic and advanced level tools. Results: We identified 131 tools, of which 57 (43.5%) were basic level and 74 (56.5%) were advanced level. Of these 131 tools, 105 (80.2%) were websites, 21 (16%) were online courses, 3 (2.3%) were apps and 2 (1.5%) were podcasts. Only 12 out of 74 (16.2%) tools for advanced learners offered performative tasks. For basic learners no such tasks could be identified. For learning style, all basic tools and most of the advanced level tools were "visual (text)" (57/57, 100% basic vs 66/74, 89.2% advanced). In terms of content, advanced level tools pertained more often to "diagnostics" (28/57, 49.1% basic vs 65/74, 87.8% advanced) and "therapy" (17/57, 29.8% basic vs 64/74, 86.5% advanced). Advanced level courses were more likely online courses (2/57, 3.5% basic vs 19/74, 25.7% advanced) and more often showed audio-visual learning styles compared with basic level tools (5/57, 8.8% basic vs 27/74, 36.5% advanced). Conclusions: Our study showed that free-access AAC tools for phoniatrics and speech-language pathology varied in formats, content areas, learning styles, and learning goals. Furthermore, we found differences within and between learner levels. Thus, we established a basis for future research in e-learning in AAC. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of JMIR Medical Education is the property of JMIR Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.2196/63392 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1 Subjects: – SubjectFull: Speech-language pathology Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Learning goals Type: general – SubjectFull: Online education Type: general – SubjectFull: Cognitive styles Type: general – SubjectFull: Means of communication for people with disabilities Type: general Titles: – TitleFull: e-Learning in Phoniatrics and Speech-Language Pathology: Exploratory Analysis of Free Access Tools in Augmentative and Alternative Communication. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Büchs, Jessica – PersonEntity: Name: NameFull: Neuschaefer-Rube, Christiane IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 23693762 Numbering: – Type: volume Value: 11 Titles: – TitleFull: JMIR Medical Education Type: main |
| ResultId | 1 |
