Accelerated learning: a study of faculty and student experiences

Search Swinburne Research Bank

Home

Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/80900

Title: Accelerated learning: a study of faculty and student experiences
Author(s): Lee, Nicolette; Horsfall, Briony
Abstract: In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall positive experiences in the accelerated courses, particularly in the social aspects of learning, higher than usual motivation, and confidence in their learning. However, both faculty and students raised concerns about the scope and timing of assessment tasks, student workload expectations, faculty workload, and administration of courses. We offer recommendations regarding implementation, assessment practices, and management of learning in an accelerated timeframe.
Publication type: Journal article
Research centre: Swinburne University of Technology. Swinburne Professional Learning
Source: Innovative Higher Education, Vol. 35, no. 3 (Jun 2010), pp. 191-202
Publication year: 2010
FOR Code(s): 1301 Education Systems
Keyword(s): Academic calendars; Accelerated learning; Curriculum; Teaching
Publisher: Springer
ISSN: 0742-5627
Publisher URL: http://dx.doi.org/10.1007/s10755-010-9141-0
Peer reviewed