Attributes of high‐quality intensive courses

Abstract

Intensive courses have become a mainstay of higher education. Defined as semester-or quarter-equivalent classes offered in compressed, accelerated, or condensed formats, most colleges and universities now offer intensive classes alongside traditional semester-length classes. Although intensive courses have become quite common, many academic and administrative pundits condemn their use and claim that these formats sacrifice academic rigor and learning for student convenience and higher enrollments. Although they offer little research to support their claims, many colleges and universities continue to schedule classes based on assumptions and tradition rather than solid empirical evidence.Recent research, however, suggests that intensive course formats can be effective alternatives to traditional formats. Scott and Conrad's review (1992) of the intensive course research and studies published since their review (Caskey, 1994;Wlodkowski and Westover, 1999) indicate that intensive courses yield equivalent, and sometimes superior, learning outcomes when compared to matched traditional-length courses. Moreover, under some conditions, intensive courses can lead to a more rewarding learning experience for students than traditionally scheduled classes (Scott and Conrad, 1992;Scott, 1995Scott, , 1996.This chapter explores how students experience intensive courses differently than they do traditional scheduling formats and the factors that contribute to high-quality intensive course experiences. These insights emanate from a qualitative study (Scott, 1994) that compared two matched sets of college classes: an intensive and a semester-length English and marketing class. Each set of classes was taught by the same instructor and

The Relationship between Socio-Demographics and Stress Levels, Stressors, and Coping Mechanisms among Undergraduate Students at a University in Barbados

“…Our thematic analysis highlighted that FSS students experienced less stress in the summer as a result of smaller class numbers and more individual attention from the lecturer. This supports previous research that less stress is experienced in smaller groups (Bandiera et al, 2010) and that students experience higher overall student satisfaction with smaller classes (Ferguson & DeFelice, 2010;Scott, 2003). Additionally, our finding of more focus in summer due to fewer courses being taken concurs with research that increased course load leads to greater student stress (see Nasiri & Shokrpour, 2012;Yang, 2004) which implies that less course load is more manageable and therefore less stressful.…”

“…Second, semester courses carry more group projects, which Burns and Sinfield (2008) contend can result in serious conflicts. These factors influence student focus (Scott, 2003). Finally, UWI semester courses always carry much larger class numbers which can result in more stress (see Agolla & Ongori, 2009;Bandiera, et al, 2010), and arguably less effective student-teacher interactions (Austin & Gustafason, 2006).…”

“…Spurling (2001) refers to the latter factor as intensity of study. Further, students are generally more focused with less absenteeism (Scott, 2003), prefer to take condensed courses (Ho & Polonsky, 2012), and experience greater satisfaction with this choice (Ferguson & DeFelice, 2010).…”

Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method

“…Anastasi (2007), in contrast, found that student ratings of instructors were similar across the two conditions, although they rated the intensive short courses as more challenging. Scott (2003) suggests student satisfaction is highly dependent upon the skill of the instructor, arguing that it is important to establish an atmosphere and relationships early in a short course to help students stay focused and perform better. While Scott (2003) was referring to face-to-face courses, it is plausible to suggest online instructors might need to be similarly prepared to adapt their instruction to an accelerated schedule.…”

Best Practices: Teaching in Summer Session

“…In particular, they proposed instructors set clear learning outcomes, recognize individual learning differences, create positive classroom environments, consider using short, frequent assignments, and provide regular feedback and support to students. Building on her earlier work, Scott (2003) reported on her research findings, and those of others, concluding that there are benefits of intensive courses such as more focused learning, more collegial classroom relationships, more in-depth discussions, and stronger academic performance when certain instructional and classroom attributes are present. These attributes include instructor enthusiasm, active classroom interaction, good course organization, and relaxed learning environments.…”