Accelerated Learning: A Study of Faculty and Student Experiences

Autor/inn/en	Lee, Nicolette; Horsfall, Briony
Titel	Accelerated Learning: A Study of Faculty and Student Experiences
Quelle	In: Innovative Higher Education, 35 (2010) 3, S.191-202 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-010-9141-0
Schlagwörter	Faculty Workload; Student Surveys; Program Effectiveness; Acceleration (Education); College Faculty; Guidelines; Curriculum Implementation; Interviews; Teacher Attitudes; Student Attitudes; Evaluation Problems; College Instruction; Time Factors (Learning); Scheduling + Suchen Sie Ihr Suchwort? Schülerbefragung; Acceleration; Beschleunigung; Fakultät; Richtlinien; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Hochschullehre; Disposition
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10