The Effect of Class Attendance and Lecture Notes on Learning Outcomes

The relationships among the frequency of access to online lecture notes, examination performance, and class attendance were investigated. Data on use of online notes were gathered from the log maintained by the server and from student responses to a questionnaire. Students who made any attempt to access online notes viewed notes associated with 74% of classes and most notes were viewed during the period of time corresponding to the delivery of lectures in class rather than the time period immediately before examinations. While students did indicate that access to notes was a factor in missing class, students who viewed online performed better on course examinations. Access to notes was associated with several different reasons for class absences. Of the reasons for missing class, only the frequency of absences associated with competing academic activities was related to examination performance.

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Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes

Atlantic Economic Journal ◽

10.1007/s11293-015-9470-6 ◽

2015 ◽

Vol 43 (3) ◽

pp. 349-361 ◽

Cited By ~ 3

Author(s):

Oskar Harmon ◽

William Alpert ◽

Archita Banik ◽

James Lambrinos

Keyword(s):

Learning Outcomes ◽

Lecture Notes ◽

Intellectual Styles

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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