Online Instruction in AAC: Engaging the Learner By all appearances, distance education is here to stay. Surveys by the U.S. Department of Education reveal that 89% of public universities offer some form of distance education and project that the breadth and depth of course offerings through distance education will increase (Waits, Lewis, & Green, 2003). Fifty-two percent ... Article
Article  |   June 01, 2004
Online Instruction in AAC: Engaging the Learner
Author Affiliations & Notes
  • Carole Zangari
    Nova Southeastern University, Fort Lauderdale, FL
Article Information
Augmentative & Alternative Communication / Attention, Memory & Executive Functions / Articles
Article   |   June 01, 2004
Online Instruction in AAC: Engaging the Learner
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2004, Vol. 13, 20-24. doi:10.1044/aac13.2.20
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2004, Vol. 13, 20-24. doi:10.1044/aac13.2.20
By all appearances, distance education is here to stay. Surveys by the U.S. Department of Education reveal that 89% of public universities offer some form of distance education and project that the breadth and depth of course offerings through distance education will increase (Waits, Lewis, & Green, 2003). Fifty-two percent of universities offering graduate and preservice professional education provide distance education, with the Internet-based courses being one of the most frequently used instructional delivery modalities. There is less information available regarding the extent to which this applies specifically to programs, in communication sciences and disorders (CSD). Online instruction, which is a subset of distance education, presents both challenges and opportunities for the field of speech-language pathology. Like any other learning context, the success of this medium to prepare speech-language pathologists is largely related to the quality of instruction and instructional design.
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