Teachers as learners: Reflections on seven years of training and supporting speech pathology academics teaching in the online environment

Introduction/Background
In 2020, COVID-19 thrust all higher education into the space of online learning. However, for over a decade online teaching and learning has been acknowledged as the way of the future for educators in the health professions including Speech and Language Pathology (Williams, 2006; McCormack, Easton, & Morkel-Kingsbury, 2014). Since 2014 Charles Sturt University has offered a blended online Master of Speech Pathology, resulting in a range of experiences and research outcomes that support our practice.

Aim/Objectives
To provide an opportunity for speech pathology academics to reflect on their transition to online learning and teaching in the context of current evidence in SOLT.

Discussion and Issues/Questions
Authors will:
• Provide a summary of current evidence base for online teaching and learning.
• Share their research findings regarding speech pathology academics’ transition to online learning and teaching.
• Facilitate participants’ engagement in a manner that reflects current best-practice for online teaching practice.
Workshop participants will:
• Share their experience transitioning to online learning and teaching before, during and since COVID-19.
• Explore opportunities to generate communities of practice focusing on SOLT in speech pathology education in online environments
• Reflect on own engagement in online learning during the workshop in the context of the current evidence-base.

Technology requirements
Group interaction via breakout rooms will be a key feature of participant experience of this workshop. Additional technologies (e.g. apps) will also be used to support engagement. The presenters will organise and manage these.

References
McCormack, J., Easton, C., Morkel-Kingsbury, L. (2014). Educating speech-language pathologists for the 21st century...in the 21st century: Course design considerations for a distance education Master of Speech Pathology program. Folia Phoniatrica et Logopaedica, 66(4-5), 147-157.
Williams, S. L. (2006). The effectiveness of distance education in allied health science programs: A meta-analysis of outcomes. American Journal of Distance Education, 20(3), 127-141.