PREPARING HUMAN SERVICE STUDENTS FOR LESBIAN, GAY, BISEXUAL, TRANSGENDER, AND QUEER (LGBTQ) AFFIRMATIVE PRACTICE IN AN ONLINE CLASSROOM SETTING

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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Description of a Theatre Review Writing Task in an Online University Classroom Setting

JALT PIE SIG: Mask and Gavel ◽

10.37546/jaltsig.pie9.1-2 ◽

2021 ◽

Vol 9 (1) ◽

pp. 15-27

Author(s):

Chris Parham

Keyword(s):

English Language ◽

Positive Influence ◽

The Internet ◽

Classroom Setting ◽

Online Classroom ◽

Theatre Arts ◽

Visual Material ◽

The Public ◽

The Arts ◽

Writing Task

The Internet provides us with a plethora of material to read and view and is the tool that people use today to communicate and acquire information. YouTube is a globally-used platform for individuals and organizations to share audio and visual material. Due to the COVID-19 situation, many teachers in schools and universities have looked to this website to supplement their teaching as it provides a scope and depth of material that is easily and readily accessible to the public. Theatres having been forced to close because of the pandemic have used this platform to share their work, and many teachers, especially those teaching theatre or performance-related studies have accessed recordings of performances to use in the online classroom as it is, as far as I know, the only way to access the arts for free during the pandemic. As a teacher of English language with an interest in drama and theatre arts, I had been viewing many free performances as I hope to share and foster an appreciation of drama and theatre in my students. With that in mind, I attempted to design a theatre reviewing task for use in the EFL classroom. The report shows my findings and my reflections of the task, and reveals that viewing and writing about the theatre arts can have a positive influence on students.

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Adding the Human Touch to Asynchronous Online Learning

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025116634104 ◽

2016 ◽

Vol 19 (4) ◽

pp. 381-393 ◽

Cited By ~ 3

Author(s):

Cynthia Wheatley Glenn

Keyword(s):

Online Learning ◽

Learning Experiences ◽

Virtual Classroom ◽

Learning Preferences ◽

Traditional Classroom ◽

Classroom Setting ◽

Online Students ◽

Online Classroom ◽

Asynchronous Online Learning ◽

Human Touch

For learners to actively accept responsibility in a virtual classroom platform, it is necessary to provide special motivation extending across the traditional classroom setting into asynchronous online learning. This article explores specific ways to do this that bridge the gap between ground and online students’ learning experiences, and how understanding learning preferences and extending the human touch in an asynchronous online classroom setting can be successfully implemented.

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Engaging Students in an Online Classroom Setting

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020) ◽

10.2991/assehr.k.210413.086 ◽

2021 ◽

Author(s):

Siti Mafulah ◽

Rizky Lutviana

Keyword(s):

Classroom Setting ◽

Online Classroom

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Why Speech-Language Clinicians Should Be in the Classroom

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2204.277 ◽

1991 ◽

Vol 22 (4) ◽

pp. 277-277 ◽

Cited By ~ 3

Author(s):

Sharon L. Wadle

Keyword(s):

Individual Differences ◽

Task Analysis ◽

Regular Classroom ◽

Classroom Setting ◽

Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

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“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.4.108 ◽

2010 ◽

Vol 19 (4) ◽

pp. 108-114 ◽

Cited By ~ 4

Author(s):

Lisa M. Mellman ◽

Laura S. DeThorne ◽

Julie A. Hengst

Keyword(s):

Social Interaction ◽

Social Interactions ◽

Augmentative And Alternative Communication ◽

Classroom Community ◽

Classroom Observations ◽

Classroom Teachers ◽

Classroom Setting ◽

Alternative Communication ◽

Structured Interviews ◽

Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

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Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig13.122 ◽

2016 ◽

Vol 1 (13) ◽

pp. 122-129 ◽

Cited By ~ 1

Author(s):

Wendy Chase ◽

Lucinda Soares Gonzales

Keyword(s):

Health Care ◽

Student Performance ◽

Classroom Setting ◽

Medical Settings ◽

Student Preparation ◽

Health Care Settings ◽

The University ◽

University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

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