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.
Available at: http://works.bepress.com/shari-deveney/1/