Full ‐ Semester and Time ‐ Compressed Fluency Disorders Course : An Evaluation of Student Perceptions of Competence , Satisfaction , and Workload

This article addresses the effectiveness of a time-compressed four-week course format compared to a full-semester 16-week format for a graduate-level course.  Participants were 78 students enrolled in a speech-language pathology course, fluency disorders. No significant differences were noted for student competency self-perceptions.  However, time-compressed students reported significantly higher levels of course satisfaction and workload difficulty.


FULL-SEMESTER AND TIME-COMPRESSED FLUENCY DISORDERS COURSE: AN EVALUATION OF STUDENT PERCEPTIONS OF COMPETENCE, SATISFACTION, AND WORKLOAD
Shari L. DeVeney, Amy F. Teten, Mary J. Friehe to complete course demands in a shorter time span, a According to the literature, most data related to retention of material is accumulated that overall learning as measured through achievement tests or by grade earned was comparable A few studies have examined outcome differences between time-compressed and fullsemester courses when instructor, teaching style, contact hours, exams, and assignments were students taking the same courses during a full semester.This pattern was true in the Anastasi while students in a time-compressed course performed better than full-semester students on unit tests, they performed worse on comprehensive exams.
In examining the difference between time-compressed and full-semester equivalent the two course delivery models.This was measured by the number of minutes spent per credit hour in learning activities in and outside of class.The researchers reported that students taking a full-semester equivalent than when taking a time-compressed course.However, meet the workload demands.The general consensus was that to accommodate this issue, students who were highly motivated, self-directed, and perhaps older and more mature, might instructor teaching style, content, instructional materials, and evaluation components were communication than students in the full-semester courses.However, students in full-semester course peers.In terms of perceived learning, students enrolled in a full-semester course, reported their perceived learning as higher than students in a time-compressed course.
turning out clinicians who feel competent to evaluate and treat persons exhibiting the disorder.Therefore, it is important to learn if course format differentially affects student learning in regards to these low-incidence disorders.
educational SLPs to rank-order seven clinical populations according to how prepared the clinicians felt in treating each area at the time of their clinical training.The population the respondents felt prepared to assess and treat at the conclusion of their training program least prepared to assess and treat at the M improved preparedness to the SLPs seeking out continuing education.
increased perceptions of competence regarding their ability to evaluate and treat persons this study was not reported.In summary, recent student performance measures indicate that time-compressed courses yield higher student outcomes.Previous research supports the notion that students report a higher workload for full-semester formats, but this may be due to student for time-compressed courses, but greater satisfaction for student-instructor communications for a full-semester format.and self-perceptions between full-semester and time-compressed formats.
format to a summer, four-week time-compressed format.The instructor remained the same during the transition.This created an opportunity to compare the effectiveness of both course the two course formats exist, then instructors may want to examine ways to deliver content in the most effective format.Alternately, if no differences between formats are found, then instructors, programs, and universities have support for advocating for the format more closely associated with their unique instructional preferences.The following research questions were Are there differences in students' overall satisfaction with the course between

FULL-SEMESTER AND TIME-COMPRESSED FLUENCY DISORDERS COURSE: AN EVALUATION OF STUDENT PERCEPTIONS OF COMPETENCE, SATISFACTION, AND WORKLOAD
Shari L. DeVeney, Amy F. Teten, Mary J. Friehe the study was the same, an assistant professor in speech-language pathology who holds the CCC-SLP.workload, and overall satisfaction with the course were analyzed.p indicating that the two groups perceived their post-test competency level as similar.
Difference scores were then averaged for each cluster.when asked to complete similar academic tasks in a time-compressed course compared with consistent with previous indications of student concerns regarding the endeavor to satisfy are highly motivated, self-directed, and mature are more suited to favorably navigate the workload demands of a time-compressed course.In short, this description aptly depicts typical speech-language pathology graduate students.measurement tool, student perceptions of competence increased in the areas of assessment disorders course completion on student self-perceptions of competence.The student ratings and end of the semester.This was true regardless of the course format between fall and of course time should be focused on assessment and intervention compared to more general affected by differing progression in their graduate program sequence.Information on prior practice is to delay assigning clientele exhibiting any disorder type until after students have completed the appropriate coursework.Students who were early in their graduate program, when they have taken more courses and had basic clinical experiences.Replication with other disorder-content courses would lend additional support for this research.
Another limitation may have to do with the instrument used to measure perceptions.While there were differences between the clusters, a factor analysis was not completed nor had the clusters been used before.This would add to the psychometric value of the survey.
No data was taken to examine long-term retention or perceptions of competence for this study or faculty perceptions of student learning across the two course delivery formats.It would be interesting to determine if students enrolled in the two different formats of course delivery had any differences in their long-term perceptions of competence in dealing with course grades.Indications of faculty impressions regarding student learning differences across Suggested extensions of the present study include replication with other disorder When course structure and design is held constant, similar learning outcomes may be expected regardless of the course delivery format as found between a full-semester and a time-compressed design.Instructors may come to expect that students will come to any class disorders. performance.

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Summary
This article addresses the effectiveness of a time-compressed four-week course format compared Student performance measures indicate that time-compressed courses yield higher student outcomes.Previous research supports the notion that students report a higher workload for fullwith student-to-student interactions for time-compressed courses, but greater satisfaction for studentinstructor communications for a full-semester format.student outcomes and self-perceptions between full-semester and time-compressed formats.format to a summer, four-week time-compressed format.The instructor remained the same during the transition.This created an opportunity to compare the effectiveness of both course formats using the then instructors may want to examine ways to deliver content in the most effective format.Alternately, if no differences between formats are found, then instructors, programs, and universities have support for advocating for the format more closely associated with their unique instructional preferences.The included in the study was the same, an assistant professor in speech-language pathology who holds the

FULL-
SEMESTER AND TIME-COMPRESSED FLUENCY DISORDERS COURSE: AN EVALUATION OF STUDENT PERCEPTIONS OF COMPETENCE, SATISFACTION, AND WORKLOADShari L. DeVeney, Amy F. Teten, Mary J. Friehe face-to-face format to hybrid or solely online) in order to determine the consistency of the course formats would add value to discussions and decision making at the university level regarding changes to course content delivery formats.

AND TIME-COMPRESSED FLUENCY DISORDERS COURSE: AN EVALUATION OF STUDENT PERCEPTIONS OF COMPETENCE, SATISFACTION, AND WORKLOAD
cohorts were surveyed during a time-compressed summer term course.The same instructor, course offerings.