Current BCIs have been designed as access methods for AAC rather than a replacement; therefore, SLPs can use existing knowledge in AAC as a starting point for clinical application. Additional training is recommended to stay updated with rapid advances in BCI.

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Purpose: To compare the quality of cognitive presence in graduate students' online and face-to-face discussions of ethical dilemmas that are of either high emotional impact (HI) or low emotional impact (LI). Method: Thirty speech-language pathology graduate students were randomly assigned to 1 of 3 groups. Groups participated in 4 discussions: 1 HI and 1 LI, in a faceto-face and an online modality. Analysis of the students' texts was completed using a taxonomy for cognitive presence derived from Anderson, Archer, . Comparisons by modality and dilemma type were made with respect to triggers, explorations, integrations, and resolutions. Results: Within the online discussion modality, the proportion of triggers and explorations exceeded that of integrations and resolutions. Contributions in the face-to-face modality were more likely to be integrative than those in the online modality. Resolutions were rarely offered in either modality. Scenarios with HI elicited significantly more triggers than scenarios with LI. Conclusions: Cognitive presence was noted in both modalities and dilemma types; however, the nature of the contributions differed. Recommendations for instructors are offered so they may take advantage of the natural contributions that students provide in specific environments. Also, strategies to facilitate all levels of cognitive presence are suggested for specific modalities and dilemma types.

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