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 s...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Vilnius University Press
2015-12-01
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| Series: | Social Welfare: Interdisciplinary Approach |
| Subjects: | |
| Online Access: | https://www.journals.vu.lt/social-welfare/article/view/28177 |
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| Summary: | 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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| ISSN: | 2424-3876 |