University Presentation Showcase: Graduate Division
Exploring Voice Therapy Through Experiential Learning
Presenter Hometown
Taylor, MI
Major
Communication Disorders
Department
Communication Sciences and Disorders
Degree
Graduate
Mentor
Dr. Maria Bane
Mentor Department
Communication Sciences and Disorders
Recommended Citation
Jones, Cierra A., "Exploring Voice Therapy Through Experiential Learning" (2023). University Presentation Showcase Event. 13.
https://encompass.eku.edu/swps/2023/graduate/13
Abstract
The purpose of this study was to examine the learning process of 28 Communication Sciences and Disorders students enrolled in an undergraduate voice disorders course. Students engaged in experiential learning (“learning by doing”) of one evidence-based voice therapy program called Vocal Function Exercises. Teaching unfolded in three phases: traditional instruction involving reading and lecture; participation in a hands-on workshop; and teaching vocal exercises to an acquaintance. Students participated in self-rating and self-reflection of knowledge and skills following each phase. Preliminary results of this scholarship of teaching and learning study suggest that experiential learning tasks improved students’ knowledge and skills and promoted higher levels of learning according to Bloom’s Taxonomy. Students’ self-ratings were significantly higher following experiential learning opportunities compared to didactic approaches (p = 2.267e-13, α = 0.05). Students described experiential learning as “challenging,” “interesting,” and “fun.” Thematic analysis is ongoing, however preliminary themes include voice therapy feels silly, empower patients to take ownership, and effective to demonstrate. These findings support augmentation of traditional learning approaches through instructor demonstration and opportunities for student practice. Further research should identify aspects of teaching and learning that underlie career readiness and prepare speech-language pathologists to deliver effective interventions.
Presentation format
Poster
Exploring Voice Therapy Through Experiential Learning
The purpose of this study was to examine the learning process of 28 Communication Sciences and Disorders students enrolled in an undergraduate voice disorders course. Students engaged in experiential learning (“learning by doing”) of one evidence-based voice therapy program called Vocal Function Exercises. Teaching unfolded in three phases: traditional instruction involving reading and lecture; participation in a hands-on workshop; and teaching vocal exercises to an acquaintance. Students participated in self-rating and self-reflection of knowledge and skills following each phase. Preliminary results of this scholarship of teaching and learning study suggest that experiential learning tasks improved students’ knowledge and skills and promoted higher levels of learning according to Bloom’s Taxonomy. Students’ self-ratings were significantly higher following experiential learning opportunities compared to didactic approaches (p = 2.267e-13, α = 0.05). Students described experiential learning as “challenging,” “interesting,” and “fun.” Thematic analysis is ongoing, however preliminary themes include voice therapy feels silly, empower patients to take ownership, and effective to demonstrate. These findings support augmentation of traditional learning approaches through instructor demonstration and opportunities for student practice. Further research should identify aspects of teaching and learning that underlie career readiness and prepare speech-language pathologists to deliver effective interventions.
