Curriculum Characteristics of Time-Compressed Course in a U.S. Higher Education Institution

Autor/inn/en	Hyun, Eunsook; Kretovics, Mark; Crowe, Alicia
Titel	Curriculum Characteristics of Time-Compressed Course in a U.S. Higher Education Institution
Quelle	In: Educational Research and Reviews, 1 (2006) 2, S.29-39 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	College Faculty; College Curriculum; School Schedules; Time Factors (Learning); Semester System; Teacher Attitudes; Differences; Surveys + Suchen Sie Ihr Suchwort? Fakultät; Schulzeiteinteilung; Semester; Semesterferien; Lehrerverhalten; Unterscheiden; Survey; Umfrage; Befragung
Abstract	The study explored characteristics of the curriculum practice of higher education faculty in the context of time-compressed (e.g., 5-6 weeks) courses as compared with regular term (15-16 weeks) courses. The researchers used open-ended questions on a web-based survey at a large doctoral-extensive university in a Midwestern state in the United States. A total of 569 faculty members were asked to respond to the survey; 151 faculty members completed and returned it. Of the completed surveys 147 data were usable, resulting in a response rate of 26.5%. Their curriculum concerns for time-compressed courses were driven primarily by their consideration of students' learning within the limited time between the classes. The most significant concern expressed by faculty entailed developing teaching approaches effective for the longer class sessions. Most of the curriculum concerns were rooted in the organizational aspects of the institution. (Contains 4 tables.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10