Effective Teaching in Accelerated Learning Programs

Abstract

A ccording to Wlodkowski (2003), "accelerated learning programs are one of the fastest growing transformations in higher education" (p. 5). The Center for the Study of Accelerated Learning at Regis University has documented at least 250 colleges or universities that offer accelerated learning programs for working adults. By definition, accelerated learning programs are structured to enable students to take courses and earn credits in a shorter period of time, versus a traditional 16-week semester. Thus, how one teaches adults in an accelerated program must differ from how one teaches in a traditional semester format. The purpose of this article is to review the current research and theory on accelerated learning and to offer practical suggestions as to how educators in accelerated learning programs can provide an effective learning experience.

Inclusion and SEN coaching: how accelerated learning and ‘workplace’ immersion can help develop core sport coaching skills

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Accelerated Learning: A Study of Faculty and Student Experiences

“…Elements recurrent in the literature include building close rapport between students and teachers; providing for collaboration, small group work, learning to learn, sensory experiences, and creative class activities; linking new material to the real world and previous knowledge; and providing alternative forms of assessment (Boyd 2004;Daniel 2000;Imel 2002;Scott 2003;Swenson 2003).…”

The New Norm: Faculty Perceptions of Condensed Online Learning

“…With some universities offering condensed or accelerated-degree programs to reach working professionals, the courses must be planned appropriately to ensure students are learning within the constraints of shortened time frames. Boyd (2004) and Stanistreet (2019) researched effective online instruction emphasizing that the key in accelerated programs was to incorporate the entire brain in the learning process. These degree programs look to offer a certain level of rigor and degree of difficulty so their students can be taken seriously upon completion (Husson & Kennedy, 2003;Kuo & Belland, 2016).…”