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Abstract

The effects of massed versus distributed learning have been well studied in the verbal and motor learning literature, with findings suggesting enhanced outcomes from distributing learning over time. However, some studies have found limited evidence to support enhanced outcomes from distributed learning when applied to an entire academic course. The effects of course scheduling on student learning in speech-language pathology graduate coursework have received limited attention. This study compared learning outcomes between a one-week massed format and an eight-week distributed format in an online two-credit augmentative and alternative communication graduate-level course. Learning outcomes were assessed before students enrolled, immediately after completing the course, and 5-months and 9-months after course completion. Quantitative measures included a custom assessment evaluating higher-level learning skills, student-reported confidence in various areas, and final grades. Students in the distributed course achieved higher grades, though no differences in learning were found as a function of the learning format on the custom assessment. Students in both course formats reported higher confidence in subdomain skills following the course. Future research should further examine the effects of course scheduling on student learning in Communication Sciences and Disorders and its impact on the psychosocial well-being of students and faculty.

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