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Article
Full­‐Semester and Time­‐Compressed Fluency Disorders Course: An Evaluation of Student Perceptions of Competence, Satisfaction, and Workload
Social Welfare: An Interdisciplinary Approach
  • Shari L. DeVeney, University of Nebraska at Omaha
  • Amy F. Teten, University of Nebraska at Omaha
  • Mary J. Friehe, University of Nebraska at Omaha
Document Type
Article
Publication Date
1-1-2015
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.

Citation Information
Shari L. DeVeney, Amy F. Teten and Mary J. Friehe. "Full­‐Semester and Time­‐Compressed Fluency Disorders Course: An Evaluation of Student Perceptions of Competence, Satisfaction, and Workload" Social Welfare: An Interdisciplinary Approach Vol. 2 Iss. 5 (2015)
Available at: http://works.bepress.com/shari-deveney/1/