Dominic Upton1. 1. Head of Psychology Division, University of Worcester, Worcester, UK. d.upton@worc.ac.uk
Abstract
CONTEXT: Behavioural studies form an essential component of the Speech and Language Therapy (SLT) undergraduate degree. AIMS: This study aimed to produce online teaching material in behavioural studies suitable for undergraduate SLT students, explore students' views on the online material, record their performance when taught through this innovative method and compare their performance to a group taught through the traditional lecture based method. Finally, it aimed to explore the relationship between engagement with the module and performance. METHODS: SLT students completed an online health psychology/sociology module and their performance was compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded as was their engagement with the online module. FINDINGS: Results suggested that there was no significant difference between students taught through an online medium compared to those taught through "traditional lectures". An evaluation survey suggested that students appeared to enjoy the material although there was some reluctance to develop an independent learning style. CONCLUSION: Online learning has a great deal to offer SLT education. However, material has to be developed that can both engage and motivate learners, thereby enhancing student independent learning.
CONTEXT: Behavioural studies form an essential component of the Speech and Language Therapy (SLT) undergraduate degree. AIMS: This study aimed to produce online teaching material in behavioural studies suitable for undergraduate SLT students, explore students' views on the online material, record their performance when taught through this innovative method and compare their performance to a group taught through the traditional lecture based method. Finally, it aimed to explore the relationship between engagement with the module and performance. METHODS: SLT students completed an online health psychology/sociology module and their performance was compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded as was their engagement with the online module. FINDINGS: Results suggested that there was no significant difference between students taught through an online medium compared to those taught through "traditional lectures". An evaluation survey suggested that students appeared to enjoy the material although there was some reluctance to develop an independent learning style. CONCLUSION: Online learning has a great deal to offer SLT education. However, material has to be developed that can both engage and motivate learners, thereby enhancing student independent learning.