JCPSLP Vol 23 Issue 2 2021

Table 3. Number and percentage of caregiver and professionals responses to satisfaction questions

5

4

3

2

1

Strongly agree

Somewhat agree

Neither agree nor disagree

Somewhat disagree

Strongly disagree

n (%)

n (%)

n (%)

n (%)

n (%)

I enjoyed the inclusion of videos in the online training programme.

Caregiver

17 (58.6)

9 (31.0)

1 (3.4)

2 (6.9)

0 (0)

Professional

7 (100.0)

0 (0)

0 (0)

0 (0)

0 (0)

I enjoyed the inclusion of quizzes in the online training programme.

Caregiver

19 (65.5)

6 (20.7)

4 (13.8)

0 (0)

0 (0)

Professional

6 (85.7)

1 (14.3)

0 (0)

0 (0)

0 (0)

I found the programme to be engaging and enjoyable.

Caregiver

18 (62.1)

8 (27.6)

2 (6.9)

1 (3.4)

0 (0)

Professional

6 (85.7)

1 (14.3)

0 (0)

0 (0)

0 (0)

I think the online forum component of the programme was valuable.

Caregiver

7 (24.1)

7 (24.1)

14 (48.3)

1 (3.4)

0 (0)

Professional

3 (42.9)

2 (28.6)

1 (14.3)

0 (0)

0 (0)

Caregiver

19 (65.5)

7 (24.1)

3 (10.3)

0 (0)

0 (0)

I would recommend this online training programme to carers of young children.

Professional

6 (85.7)

1 (14.3)

0 (0)

0 (0)

0 (0)

Caregivers Usability Overall, the program was rated as highly useable by caregivers. This finding is consistent with previous research indicating independent online training is practicable for caregivers, with minimal impact of technology on ability to complete training (Kobak et al., 2011). Language Together was developed according to web-design resources to ensure ease of navigation, likely contributing to findings (Lynch & Horton, 2016). It is notable that while overall ratings of usability are high, the lowest ratings were from those who completed the program on a mobile device. Increased mobile accessibility may be a consideration in the development of future programs for this population. Satisfaction The high overall satisfaction scores and likelihood of recommendations supports the small body of previous research that a range of interactive multimedia provides an engaging medium for delivering information (Douglas et al., 2017; Kobak et al., 2011; Pickard et al., 2016). Enjoyment of online learning is a key factor in motivation to complete a program (Lee et al., 2005), suggesting those who enjoyed Language Together, were more motivated to complete it. This is reflected in the high ratings of satisfaction. While previous research indicates parents perceive online forums as a feasible way to interact with their peers, the online forum component of Language Together received the lowest ratings from participants in both usability and satisfaction (Hall & Bierman, 2015). The present online forum, however, was scarcely used by participants. Possible barriers include the public nature of the forum or that users were not logged in concurrently to engage in real-time discussion. While caregivers report wanting interaction with peers as well as experts, one-on-one discussions may be a more acceptable method to achieve this. As highlighted by Hall and Bierman (2015), further research is required on the most acceptable methods of online interaction for parents of young children.

Facilitators to engaging in online training The most frequently noted advantage to online training was flexibility and convenience ( n = 21). Caregivers indicated that accessing training in their own time from their preferred location and completing it at their own pace was the biggest appeal. A group of caregivers ( n = 8) also reflected positively on self-paced and independent learning. Overall, caregivers perceived the training as beneficial with 72% indicating that online training is better than other types of training ( n = 21) and 93% indicating that they would complete more online training about language development if it were available ( n = 27). Professionals also commented on the convenience and flexibility of online training as a facilitative factor ( n = 5). Other reported advantages include self-paced learning ( n = 3) and the importance of information about language development ( n = 2). Three professionals felt that online training was better than other types of training they had received. All professionals indicated they would complete more online training about language development if it were available. Barriers to engaging in online training Both caregivers ( n = 11) and professionals ( n = 4) indicated a preference for real-time interaction between participants and instructors. This would have allowed the opportunity to ask specific questions and receive individual feedback. Feedback regarding independent learning was also mixed, with a small number of caregivers ( n = 4) and professionals ( n = 1) indicating the need to be self-motivated and accountable as a barrier. Discussion This study aimed to gain a comprehensive understanding of the acceptability (i.e., perceptions of usability and satisfaction) of a newly developed online program, Language Together, and further insights about online training. Language Together was perceived as acceptable by both the caregivers and professionals. Acceptable online training programs may provide caregivers and professionals with the tools to support the language development of young children.

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JCPSLP Volume 23, Number 2 2021

Journal of Clinical Practice in Speech-Language Pathology