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dc.contributor.authorCollom, Zeth E.
dc.date.accessioned2020-07-15T15:37:53Z
dc.date.available2020-07-15T15:37:53Z
dc.date.issued2020-03-05
dc.identifier.urihttps://hdl.handle.net/11310/303
dc.descriptionData Collection Methodology: Mixed: quantitative using instructor questionnaires pre and post-course; qualitative using comments from questionnaires and course evaluations. Expected Findings: Preliminary analyses indicate: 1) flipped classroom activities have significant impact on student self-efficacy in treatment but not assessment; and 2) easily accessible content such as podcasts for homework activities have greater impact than professional conferences.en_US
dc.description.abstractSelf-efficacy is positively correlated with clinical performance. There are few studies investigating if specific pedagogical approaches influence speech-language pathology graduate students' self-efficacy in a particular domain of service provision or strategy use. This study investigated if a flipped classroom's activities increased student reported self-efficacy for augmentative-alternative communication clinical skills across several subdomains using pre- and post-course questionnaires developed by the instructor. Preliminary analysis indicates that students' self-efficacy improved for treatment skills but not in assessment and foundational knowledge. Also, qualitative analysis indicates that pair-explore-share activities using podcasts made a greater impact than a formal professional conference in a particular AAC approach.en_US
dc.language.isoen_USen_US
dc.publisherWTAMU Cornette Libraryen_US
dc.titleFlipped Classroom Activities' Effect on Student Self-Efficacy for AACen_US
dc.typePresentationen_US


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