Full-semester and time-compressed fluency disorders course: an evaluation of student perceptions of competence, satisfaction, and workload
Articles
Shari L. DeVeney
University of Nebraska, USA
Amy F. Teten
University of Nebraska, USA
Mary J. Friehe
University of Nebraska, USA
Published 2015-12-28
https://doi.org/10.15388/SW.2015.28177
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Keywords

fluency disorders
course format
time-compressed
full-semester
student perceptions
workload
course satisfaction

How to Cite

DeVeney, S.L. , Teten, A.F. and Friehe, M.J. (2015) “Full-semester and time-compressed fluency disorders course: an evaluation of student perceptions of competence, satisfaction, and workload”, Social Welfare: Interdisciplinary Approach, 5(2), pp. 42–53. doi:10.15388/SW.2015.28177.

Abstract

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.

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