{"title":"整个学期和时间压缩流畅障碍课程:学生对能力，满意度和工作量的评价","authors":"Shari L. DeVeney, Amy F. Teten, Mary J. Friehe","doi":"10.15388/sw.2015.28177","DOIUrl":null,"url":null,"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.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"30 1","pages":""},"PeriodicalIF":0.4000,"publicationDate":"2015-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Full-semester and time-compressed fluency disorders course: an evaluation of student perceptions of competence, satisfaction, and workload\",\"authors\":\"Shari L. DeVeney, Amy F. Teten, Mary J. Friehe\",\"doi\":\"10.15388/sw.2015.28177\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":41093,\"journal\":{\"name\":\"Social Welfare Interdisciplinary Approach\",\"volume\":\"30 1\",\"pages\":\"\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2015-12-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social Welfare Interdisciplinary Approach\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15388/sw.2015.28177\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"SOCIAL WORK\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Welfare Interdisciplinary Approach","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15388/sw.2015.28177","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"SOCIAL WORK","Score":null,"Total":0}
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 student competency self-perceptions. However, time-compressed students reported significantly higher levels of course satisfaction and workload difficulty.
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