JMIR Publications

ABSTRACT

Background:

Augmentative and alternative communication (AAC) is a therapeutic approach for patients with limited or no expressive language. Speech-language pathologists and phoniatricians need to be competent in AAC to treat patients with complex communication needs. For knowledge acquisition and enhancement in AAC, a significant number of e-learning tools are available. To improve e-learning in AAC, it is essential to understand the e-learning attributes of these tools, such as formats, content areas, learning styles, or learning goals. However, these structures have yet to be investigated.

Objective:

With this study, we aim to (1) explore free access AAC e-learning tools that are appropriate for students and professionals of phoniatrics and speech-language pathology (SLP), (2) gain insight into formats, content areas, learning styles, and learning goals, and (3) investigate structural differences within and between basic and advanced learner level.

Methods:

We conducted a systematic web-based search with defined search terms in PubMed, peDOCS, Google Scholar, Google, the Apple App Store, and the Google Play Store. Inclusion criteria were free access, a mandatory minimum AAC content, and the use of the English or the German language. However, social networks, video sharing platforms, blogs, and forums were excluded. We analyzed formats (websites, online courses, apps, and podcasts), content areas (types of AAC, diagnostics, therapy, and other content areas), learning styles (visual, auditory, and audio-visual), and learning goals (receptive and performative) for basic and advanced level tools.

Results:

We identified 131 tools, of which 57 (43.5%) were basic level and 74 (56.5%) were advanced level. Of these 131 tools, 105 (80.2%) were websites, 21 (16%) were online courses, 3 (2.3%) were apps and 2 (1.5%) were podcasts. Only 12 out of 76 (16.2% tools for advanced learners) offered performative tasks. For basic learners no such tasks could be identified. For learning style, all basic level tools and most of the advanced level tools were “visual (text)” (57/57, 100% basic vs 66/74, 89.2% advanced). In terms of content, advanced level tools pertained more often to “diagnostics” (28/57, 49.1% basic vs 65/74, 87.8% advanced) and “therapy” (17/57, 29.8% basic vs 64/74, 86.5% advanced). Advanced level courses were more likely online courses (2/57, 3.5% basic vs 19/74, 25.7% advanced) and showed more often audio-visual learning styles compared to basic level (5/57, 5.3% basic vs 27/74, 12.2% advanced).

Conclusions:

Our study showed that free access AAC tools for phoniatrics and SLP varied in formats, content areas, learning styles, and learning goals. Furthermore, we found differences within and between learner levels. Thus, we established a basis for future research in e-learning in AAC.