A Study of Faculty Perceptions of Summer Compressed Course Teaching

Kretovics, Mark A.; Crowe, Alicia R.; Hyun, Eunsook

doi:10.1007/s10755-005-3295-1

Cited by 39 publications

(36 citation statements)

References 13 publications

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“…First, there is little mention if faculty will support an administrative or top-down decision to change the delivery of course material from a traditional semester format to only online or compressed teaching. Second, while Kretovics et al, (2005) and Ulmer et al, (2007) conducted similar research, both had return rates less than 30%. In addition, Stewart et al, (2010) never directly specified the total number of surveys sent out.…”

Section: Study Description and Objectivesmentioning

confidence: 86%

“…There are some studies examining how faculty view compressed courses (Brett, 1996;Daniel, 2000;Kretovics, Crowe, & Hyun, 2005;Scott, 1996;Scott et al, 1992;Wilcoxson, 1998). One common criticism is the difficulty of covering all of the course material in a shorter time period (Allen, Miller, Fisher, & Moriarty, 1982;Daniel, 2000;Friedman, 1980;Kretovics et al, 2005).…”

Section: Background On Faculty Attitudes Of Online and Compressed Teamentioning

confidence: 99%

“…One common criticism is the difficulty of covering all of the course material in a shorter time period (Allen, Miller, Fisher, & Moriarty, 1982;Daniel, 2000;Friedman, 1980;Kretovics et al, 2005). As a result, faculty will change course formats and their teaching methods.…”

Section: Background On Faculty Attitudes Of Online and Compressed Teamentioning

confidence: 99%

“…Common examples include decreasing the amount of time lecturing in favor of additional in-class discussion time, small group projects, and off campus activities as well as relying more on text book guidance and term papers (Allen et al, 1982, Scott et al, 1992. Kretovics et al, (2005), found that male faculty teaching summer school were more likely to change writing assignments than their female colleagues. Furthermore, tenured faculty, associate and full, modified their teaching procedures more often than instructors and assistant professors (Kretovics et al, 2005).…”

Section: Background On Faculty Attitudes Of Online and Compressed Teamentioning

confidence: 99%

“…Kretovics et al, (2005), found that male faculty teaching summer school were more likely to change writing assignments than their female colleagues. Furthermore, tenured faculty, associate and full, modified their teaching procedures more often than instructors and assistant professors (Kretovics et al, 2005). Fatigue from teaching compressed courses and not having enough time to adjust course content or direction based on immediate student feedback tended to be sources of other faculty complaints (Seamon, 2004;Scott et al, 1992).…”

Section: Background On Faculty Attitudes Of Online and Compressed Teamentioning

confidence: 99%

See 4 more Smart Citations

Faculty Attitudes for Changing a University’s Core and Structure

Krug

Dickson

Lessiter

et al. 2016

IJHE

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America's universities and colleges are examining additional ways to raise student enrollment following government reductions in educational funding. Faculty were surveyed regarding their opinions of an administrative proposal to change the status of their commuter university, a school without any on-campus student housing, from teaching traditional semester length courses to predominately online and compressed courses. Results indicated that although younger faculty were willing to teach lower level courses online, most faculty members were resistant to teaching upper level online and compressed courses. Moreover, associate professors agreed teaching compressed courses would make it more difficult both to recruit new faculty and pursue promotion.

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Section: Study Description and Objectivesmentioning

confidence: 86%

Section: Background On Faculty Attitudes Of Online and Compressed Teamentioning

confidence: 99%

Section: Background On Faculty Attitudes Of Online and Compressed Teamentioning

confidence: 99%

Section: Background On Faculty Attitudes Of Online and Compressed Teamentioning

confidence: 99%

Section: Background On Faculty Attitudes Of Online and Compressed Teamentioning

confidence: 99%

See 3 more Smart Citations

Faculty Attitudes for Changing a University’s Core and Structure

Krug

Dickson

Lessiter

et al. 2016

IJHE

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Digital Lifelong‐Learning Literacy

Tu¹,

Yen²,

Sujo-Montes³

et al. 2018

The Wiley Handbook of Educational Policy

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Global Innovation of Teaching and Learning in Higher Education

Layne

Lake²

2015

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Volume 11Professional Learning and Development in Schools and Higher Education disseminates original, research informed writing on the connections between teacher learning and professionalism in schools and higher education. Global in their coverage, the texts deal with the problems and practices of the field in different national and international cultural, policy and practice contexts. The methodology employed encompasses a broad spectrum of conceptual, theoretical, philosophical and empirical research activities. The series explicitly encompasses both the fields of schools and higher education. The subject areas covered by the series are: professional learning in schools; contexts for professional learning; professional learning in higher education; change; the (new) meanings of professionalism in schools and higher education; training and development in schools and higher education; the 'well-being' agenda in schools and higher education; autonomy, compliance and effectiveness in schools and higher education; principal leadership in schools and higher education; middlelevel leadership in schools and higher education. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through Rights Link at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Printed on acid-free paper Foreword by James Wisdom Global Innovation of Teaching and Learning in Higher Education: Transgressing BoundariesThis is an ambitious book, for reasons which signal t...

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A Study of Faculty Perceptions of Summer Compressed Course Teaching

Cited by 39 publications

References 13 publications

Faculty Attitudes for Changing a University’s Core and Structure

Faculty Attitudes for Changing a University’s Core and Structure

Digital Lifelong‐Learning Literacy

Global Innovation of Teaching and Learning in Higher Education

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