The Voice of Online Education Perceptions in Speech Therapy and Law

Abstract

Online education has transformed the way teachers and students communicate, posing new challenges in vocal quality during the educational process. This research focuses on analyzing how this quality is perceived in two different careers: Speech Therapy and Law.

The objective of this research is to describe and interpret the perception of university teachers and students about vocal quality in online work, considering the differences between disciplines.

A qualitative approach was adopted within an interpretive paradigm, using a descriptive design. Semi-structured interviews were carried out with teachers and students, whose data were analyzed using open, axial and selective coding matrices. From the Speech Therapy program, both teachers and students consider that the virtual modality has favored the use of the voice, maintaining a stable vocal quality. In contrast, law teachers feel that the online modality has harmed their vocal quality in academic and social activities; However, students in this program rate the vocal quality of their teachers as “good” in general.