Comparing the Rigor of Compressed Format Courses to Their Regular Semester Counterparts

Lutes, Lyndell; Davies, Randall

doi:10.1007/s10755-012-9226-z

Cited by 16 publications

(16 citation statements)

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“…Her results determined that overall academic performance was similar and course/instructor evaluations were comparable, regardless of the teaching format. Lutes and Davies (2013), in a study at a single US-based university, looked at two points of comparison between courses taught over a full semester versus in a compressed format: grades students earned in comparable courses, and student reported workload. They found that grades earned were not significantly different, while the difference in reported workload was small when comparing formats/sessions (i.e.…”

Section: Teaching Compressed-format Courses: Does It Work?mentioning

confidence: 99%

Teaching Compressed-Format Courses: Teacher-Based Best Practices

Kops

2014

CJUCE

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At a large public university in California, instructors who were recognized as successful summer-session teachers participated in interviews about their strategies for teaching compressed-format courses. The instructors identified best practices in the areas of restructuring courses, reconfiguring courses, organizing and planning for the term, capitalizing on smaller class sizes, and maximizing support to students. In restructuring course, the instructors recommended focusing on what needs to be covered and what students must know, dealing with the most important and complex topics early in the course, and modifying processes to fit the faster pace. Assignments should be reconfigured as more frequent and shorter, while long essays and primary research should be avoided. In organizing and planning, instructors should check regularly with the students about the pace of the course and coach students on time management. Instructors can capitalize on continuity and smaller classes by getting to know the students and not wasting so much time reviewing. In maximizing support to students, instructors should make themselves available and provide organizers, guides, and lecture notes.

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Section: Teaching Compressed-format Courses: Does It Work?mentioning

confidence: 99%

Teaching Compressed-Format Courses: Teacher-Based Best Practices

Kops

2014

CJUCE

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“…The independent variables were occasion (semester or term) and instructor autonomy (the freedom an instructor had to make course changes). While occasion was the primary independent variable considered in this study, previous research had revealed that an instructor can also influence the chosen dependent variables (24). During the interview phase of this study, we learned that the autonomy instructors have in designing their courses undoubtedly moderated whether an instructor made course changes for term sessions.…”

Section: Discussionmentioning

confidence: 97%

Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats

Lutes

Davies

2018

Education Sciences

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This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be called "university lite," in that students did not spend the expected two hours outside of class per hour in class. Math and physics courses came closest to meeting the expected workloads, which tended to remain constant between semesters and terms. Differences in the value students reported for homework varied significantly by the autonomy of the instructor to adapt his own course section. Some of the curricular differences between sessions might be attributed to efficiencies instructors incorporated for shorter sessions without affecting overall course quality. Typically, reading-and writing-intensive courses showed the most negative impact when offered in a term format. The findings from this study suggest that, while some subjects lend themselves well to a compressed-time format, not all courses are suited to being taught in this way.

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“…Accelerated learning programs are generally referred to across the literature in higher education settings as 'compressed' (Lutes & Davies, 2012), 'time compressed' (Hyun, Kretovics & Crowe, 2006), 'block mode' (Davies, 2006), 'condensed' (Scott, 2003) or 'intensive' (Davies & Pablo, 2006) modes of study. They are also referred to as 'Winter Term' at University of Canberra and 'Summer Sessions' (Crowe, Hyun & Kretovics, 2005) in some overseas universities.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Adult learning theory underpins the success of accelerated learning programs and Swenson (2003) notes " adult learners (need) to be actively involved in their own learning, which involves collaboration with others, makes use of their greater life and work experience …" (p.92). Lutes & Davies (2012) noted specific students were attracted to accelerated programs because they perceived it to being a lighter workload than the traditional mode of study. However, the workload rigour (workload rigour defined as a similar workload, covering the same content as the semester long equivalent) as defined by these researchers was found to be slightly higher in traditional modes of study.…”

Section: Adult Learnersmentioning

confidence: 99%

“…The literature shown here illustrates both overlapping and distinct themes, and numerous tensions in the field. These tensions are grounded in the research that has critiqued substance versus rigour (Crowe, Hyun & Kretovics, 2005;Davies, 2006;Wlodkowski, 2003); workload versus rigour (Lee & Horsfall, 2010;Lutes & Davies, 2012); the conundrum of quality (Wlodkowksi 2003) and assumptions made that the same learning outcomes can be achieved with a modified pedagogical approach (Guertler, 2008;Kops, 2009;Scott, 2003). It is evident from the literature there is an absence of consistent terminology and a shared conceptual understanding of the accelerated mode of study.…”

Section: Learning and Attitudesmentioning

confidence: 99%

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