Accelerated and traditional formats: Using learning as a criterion for quality

Abstract

It is probably unfortunate that at some point in the past, the adjective accelerated was coupled to the noun learning to describe the instructional structures and formats discussed in this volume. "Accelerated" learning suggests that there is a "normal" method and pace for teaching and learning. It further implies that the traditional formats and methods employed in the academy embody the norm. Therefore, any method that deviates from this standard is likely to be treated with suspicion and may invite summary dismissal of what might otherwise be an effective, innovative approach to designing instruction. It is this scenario that will continue to make quality in design, instruction, and learning assessment so crucial for practitioners.In the early 1990s, the leaders of the Weatherhead School of Business at Case Western Reserve University reengineered their M.B.A. program. They memorialized the experience in Innovations in Professional Education (Boyatzis and others, 1995) and titled their last chapter, "What If Learning Were the Purpose of Education?" Why so provocative a question? They recognized that the structure and design of instruction predominantly practiced in U.S. higher education was not adopted as the standard because it produced learning in students. Learning, to be perfectly frank, had little to do with it. Our dominant instructional practice and structure-respectively, the lecture and the semester-arose for reasons unrelated to student learning. Our dependence on these two conventions is based on flawed pedagogical assumptions.

Accelerated Learning: A Study of Faculty and Student Experiences

“…This finding is in accord with literature emphasising the value of active, real-world qualities in accelerated learning (Scott 2003;Swenson 2003).…”

“…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).…”

Start With The End In Mind: Experiences Of Accelerated Course Completion By Pre-Service Teachers And Educators

“…Learning designs such as active learning techniques, assessment timing, sufficient and timely feedback, and clear communication with students about the commitment involved in accelerated courses were advocated. The literature supports the view that quality outcomes (Davies & Pablo, 2005;Swenson, 2003;Wlodkowski, 2003) is connected to best practices (Kops, 2009;Swenson, 2003), assessment practices (Swenson, 2003;Walvoord, 2003), and learning outcomes (Davies & Pablo, 2006). Swenson (2003) examined the effectiveness of accelerated learning programs and found that "student learning is the major test of a program's quality" (p.83) despite the mode of study.…”

“…The literature supports the view that quality outcomes (Davies & Pablo, 2005;Swenson, 2003;Wlodkowski, 2003) is connected to best practices (Kops, 2009;Swenson, 2003), assessment practices (Swenson, 2003;Walvoord, 2003), and learning outcomes (Davies & Pablo, 2006). Swenson (2003) examined the effectiveness of accelerated learning programs and found that "student learning is the major test of a program's quality" (p.83) despite the mode of study. In contrast to Swenson (2003), Wlodkowski (2003) notes "the issue of quality in education is a conundrum … with conflicting values, standards and criteria of public and scholar alike" (p.4).…”

Effectiveness of compressed online undergraduate courses

“…Some material is “must know” and should be kept in the course, but other material might be classified as “nice to know.” This material might add depth but can be removed without jeopardizing course learning objectives. Swenson (2003) recommends focusing on achieving predetermined learning outcomes and not necessarily on mastering content. One university's Center for Teaching and Instruction website states, “Condensing a course isn't as simple as trying squeeze everything into a shorter timeline.…”