Relationship between Course Length and Graduate Student Outcome Measures

Autor/inn/en	Carman, Carol A.; Bartsch, Robert A.
Titel	Relationship between Course Length and Graduate Student Outcome Measures
Quelle	In: Teaching of Psychology, 44 (2017) 4, S.349-352 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628317727912
Schlagwörter	Outcome Measures; Graduate Students; Program Length; Statistics; Course Evaluation; Student Satisfaction; Achievement Gains; Correlation; Acceleration (Education) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistik; Achievement gain; Leistungssteigerung; Korrelation; Acceleration; Beschleunigung
Abstract	One method to increase flexibility in class offerings is through the use of compressed courses, classes that have the same number of contact hours but over a shorter time period (e.g., 8 weeks vs. 15 weeks). Before offering these courses, it is important to determine whether they lead to equivalent or better student outcomes. This study examined 11 traditional-length and 8 compressed sections of the same graduate-level statistics course. Results indicated students in the compressed class scored significantly higher on both the third exam and final course grade. Student course evaluations were also significantly higher in the compressed courses. Graduate students rated traditional-length and compressed courses similar in difficulty. Implications for course offerings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01