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

Authors

Shari L. DeVeney, University of Nebraska at OmahaFollow
Amy F. Teten, University of Nebraska at OmahaFollow
Mary J. Friehe, University of Nebraska at OmahaFollow

Document Type

Article

Publication Date

2015

Publication Title

Social Welfare: An Interdisciplinary Approach

Volume

2

Issue

5

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.

Recommended Citation

DeVeney, Shari L.; Teten, Amy F.; and Friehe, Mary J., "Full­‐Semester and Time­‐Compressed Fluency Disorders Course: An Evaluation of Student Perceptions of Competence, Satisfaction, and Workload" (2015). Special Education and Communication Disorders Faculty Publications. 21.
https://digitalcommons.unomaha.edu/spedfacpub/21