Cohort Formats and Intensive Schedules: Added Involvement and Interaction for Continuing Higher Education

The Journey Toward Transformational Learning in a Statewide Doctoral Program

“…Scribner and Donaldson (2001) had analyzed the types of learning demonstrated by group members, and their findings were congruent with weaknesses which had been found in other cohort delivery models (Reynolds & Hebert, 1995, 1998Fulmer, 1994). They had also found that the nature of the group dynamics within the cohort often served as an obstacle to higher levels of cognitive learning and that lower levels of learning such as tacit or rote learning among students were predominant (Scribner & Donaldson, 2001).…”

“…Therefore, the coordinating committee (the program's governing body) expressed concern regarding the degree to which students were reflecting on the issues of diversity, ethics, and organizational change. In addition to this, research had emerged that suggested cohort delivery models did not lead to higher levels of cognitive learning outcomes (Fulmer, 1994;Reynolds & Hebert, 1995, 1998. This led to further empirical research on these aspects of the program.…”

The Importance of Creating a “Sense of Community”

“…Reynolds and Hebert (1995) report that greater group interaction and cohesiveness occurred in cohort rather than in non-cohort groups. Moreover, faculty perceive that strong social support among students in cohort and intensive class settings encourages students to remain in a program, complete a degree, and produce favorable effects on learning.…”

Transferring Learning from the Classroom to the Workplace: Challenges and Implications for Educational Leadership Preparation

“…Many students and their professors concur the cohort experience can have a lasting infl uence on learning, noting that interpersonal relationships and professional contacts persist following program completion (Barnett, Basom, Yerkes & Norris, 2000; Browne-Ferrigno, Barnett, & Muth, 2003;Hill, 1995;Milstein & Associates, 1993;Milstein & Krueger, 1993;Norton, 1995). While some evidence exists to substantiate academic learning effects, including completion rates in programs (Dorn, Papalewis & Brown, 1995;Reynolds & Herbert, 1995) and learning achievement (Herbert & Reynolds, 1998), "the preponderance of evidence points to affective learning outcomes rather than cognitive ones" (Donaldson & Scribner, 2003, p. 645).…”