Literaturnachweis - Detailanzeige
| Autor/inn/en | Scott, Patricia A.; Conrad, Clifton F. |
|---|---|
| Institution | Wisconsin Univ., Madison. Div. of Summer Sessions and Inter-College Programs. |
| Titel | A Critique of Intensive Courses and an Agenda for Research. |
| Quelle | (1991), (84 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Course Evaluation; Criticism; Educational Policy; Educational Research; Higher Education; Literature Reviews; Minicourses; Outcomes of Education; Program Effectiveness; Program Length; Student Attitudes; Teacher Attitudes; Time Factors (Learning); Time on Task |
| Abstract | This paper summarizes and critiques the literature concerning the development and use of time-compressed, intensive course formats in colleges and universities and suggests directions for future inquiry. The paper begins with a discussion of the origins of intensive courses and their development over time. Briefly reviewed are related educational research on time and learning. Next, the paper focuses on studies of educational outcomes as they regard intensive courses. These studies are reviewed based on the type of intensive format investigated (summer, interim, modular, regular term, and weekend), the discipline studied, and the long-term learning effects. Also discussed is research that compares course requirements and practices between these formats. Additionally, literature is examined on student and faculty attitudes regarding different types of intensive formats. The paper concludes with a critique of the literature, some proposed research questions, and a discussion of intensive courses as they pertain to educational policy and practice. Contains 110 references. (GLR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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