Department of Special Education and Communication Disorders
Date of this Version
2020
Citation
This new investigation is also available in Teaching and Learning in Communication Sciences & Disorders (2020) 4(2): https://ir.library.illinoisstate.edu/tlcsd/vol4/iss2/4
Abstract
The signature pedagogy in Speech-Language Pathology (SLP) higher education programs has been criticized for its instructor-centric lecture format and emphasis on the lower tiers of Bloom’s taxonomy (simply memorizing knowledge) at the expense of helping students develop the clinical problem-solving skills required for a lifetime of practice and learning. The purpose of this study was to examine the responses of a cohort of graduate speech-language pathology students to an active learning-oriented swallowing and dysphagia course design. A potential relationship between student perceptions of the active learning pedagogy and academic performance was also explored. The results suggest that active learning positively impacted both student perceptions and performance in the redesigned swallowing and dysphagia course.
Recommended citation
Affoo, R. H., Bruner, J. L., Dietsch, A. M., Nellenbach, C. E., Jones, T. M., & Lehman, M. E. (2020). The Impact of Active Learning in a Speech-Language Pathology Swallowing and Dysphagia Course. Teaching and Learning in Communication Sciences & Disorders, 4(2). doi: https://doi.org/10.30707/TLCSD4.2/POPG6689
Included in
Adult and Continuing Education Commons, Medical Education Commons, Science and Mathematics Education Commons, Speech Pathology and Audiology Commons
Comments
Copyright 2020, the authors