Students’ use of e-learning in developing auditory-perceptual skills in speech language pathology
DOI:
https://doi.org/10.58986/al.2025.41881Nyckelord:
voice disorder, assessment skills, training, e-learningAbstract
Auditory-perceptual assessment is central in speech-language pathology (SLP) practice, and hence an important target in SLP education. Self-supervised e-learning may serve as a means to achieve sufficient practice. The web-based platform, Practical education Using Multimedia Application (PUMA) has been developed to this end. The aim of this study was to evaluate students’ use of e-learning via PUMA, potential improvement in their assessment performance, and their experiences of using PUMA. Students performed perceptual ratings at start (n = 30) and end (n = 31) of the course, and in between, they participated in course activities and self-supervised e-learning, where their activity was logged. By the end of the course, a higher proportion of student ratings were ‘expert-like’, indicating improved performance. However, as time logs showed low e-learning activity, improved performance was likely explained by other activities. This suggests that for self-supervised learning to take place, it needs to be integrated into the course.
Svensk sammanfattning
Auditiv-perceptuell bedömning är central inom logopedisk praktik och därmed ett viktigt mål inom logopedutbildning. Självstyrt e-lärande kan fungera som ett sätt att uppnå tillräcklig övning. Den webbaserade plattformen Practical education Using Multimedia Application (PUMA) har utvecklats just för detta syfte. Målet med projektet som här beskrivs är att utvärdera studenters användning av e-lärande via PUMA, eventuell förbättring i deras bedömningsförmåga samt deras erfarenheter av att använda PUMA. Studenter registrerade på en kurs om röststörningar genomförde perceptuella bedömningar i början (n = 30) och slutet (n = 31) av kursen, och däremellan deltog de i kursaktiviteter och självstyrt e-lärande, där deras aktivitet loggades. Vid kursens slut var en större andel av studenternas bedömningar ”expertlika”, vilket indikerar förbättrad prestation. Eftersom tidsloggarna visade låg aktivitet i e-lärandet, förklaras dock förbättringen troligen av andra aktiviteter än av aktivitet i PUMA. Detta tyder på att för att självstyrt lärande faktiskt ska bli av, behöver det integreras i kursen.
Nedladdningar
Referenser
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Copyright (c) 2025 Sofia Strömbergsson, Maria Södersten, Ineke Samson, Anette Lohmander
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