Accelerated Learning: A Study of Faculty and Student Experiences

Abstract

In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall positive experiences in the accelerated courses, particularly in the social aspects of learning, higher than usual motivation, and confidence in their learning. However, both faculty and students raised concerns about the scope and timing of assessment tasks, student workload expectations, faculty workload, and administration of courses. We offer recommendations regarding implementation, assessment practices, and management of learning in an accelerated timeframe.

Start With The End In Mind: Experiences Of Accelerated Course Completion By Pre-Service Teachers And Educators

“…Recommendations were made for experienced teachers with "a good grasp of content and the processes of teaching …" (p.7) to teach accelerated programs, taking an 'outcome-based' rather than 'content delivery' approach. Lee & Horsfall (2010) also found that positive outcomes were possible if adaptions were made for the accelerated learning mode. This was subject to content-adaption as well as other pedagogical approaches.…”

“…The character and composition of PSTs are changing, with higher numbers of mature-age students entering the higher education arena alongside life-long learners (In 2011, around three in five (59%) students were aged between 15 and 24 years, while 41% of students were aged 25-64 years) (ABS, 2011). The identification of this changing profile has been highlighted in the literature (Davies & Pablo, 2006;Lee & Horsfall, 2010;Wlodkowski & Ginsberg, 2010) providing a snapshot of the 21st Century student as one requiring flexibility while striving to balance work, study and home life. An Australian review of university student engagement and satisfaction with learning and teaching, conducted by Scott (2008), draws attention to the higher number of fulltime PSTs who are also working and expecting "flexible, responsive and cost-effective study modes" (p.6).…”

“…They are also referred to as 'Winter Term' at University of Canberra and 'Summer Sessions' (Crowe, Hyun & Kretovics, 2005) in some overseas universities. Accelerated programs of study can vary between subjects and institutions (Davies, 2006) and inconsistencies in definitions of accelerated learning are noted by Lee & Horsfall (2010). The purposes of accelerated learning programs can also vary between universities, such as an extension of the academic calendar for financial benefits to the university, student demand for flexibility or increasing compatibility with overseas university calendars (Daniel, 2000;Davies, 2006;Wlodkowski, 2003).…”

“…In some cases a heavier workload was reported in accelerated study mode but this factor depended on the subject being taught and the teacher. Adding to the theme of workload, Lee & Horsfall (2010) undertook a comparative study looking at both faculty and student experiences of accelerated learning programs within the same course. The study found that students' perceived their accelerated study would be easier than in a traditional mode of delivery, when in reality they found it to be more time consuming than anticipated.…”

Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education

“…When designing ICs, faculty must carefully consider the intensity of the workload and the time students have to review and learn course materials and complete assignments when selecting the types and quantity of materials that will support achievement of learning objectives [16]. Also, the learning cycle within an IC should support active engagement with learning content and provide opportunities for faculty and peer feedback and guidance [36]. …”