Does Hands-On Learning Work? : The Influence of In-Class Experience with Augmentative and Assistive Communication Technology on Undergraduate Student Learning

Abstract

This research investigated instructional practices in undergraduate courses to determine how hands-on experience influences undergraduate students’ knowledge and skill in an augmentative and assistive communication (AAC) course. There is a gap in the research that investigates teaching practices at the university level training students that contribute to knowledge and skills in AAC (DeJarnette & Wegner, 2020; Prebor, 2019). Data was collected through a pre- and post-survey with data collected on students’ hands-on and -off work samples and perceptions across two semesters. All students received high-quality direct instruction for approximately one hour of the class and then completed in-class work with and without access to AAC technology. Students’ course work was de-identified and Qualtrics surveys were completed after project work across the data collection points. Qualitative and quantitative data regarding the impact a hands-on experience has on undergraduate students’ knowledge, skill, and perception of AAC tools and devices will be presented. It is anticipated that the results of this survey will connect teaching practices at the university level with the knowledge and skills undergraduate students gained in an AAC course. The implications of this study may inform the benefit of hands-on experiences in undergraduate coursework.