Time frames for Online Courses A Review of the Literature R. Aitken, Ph.D. Ohio Dominican University

Chicken or the Egg?? Accelerated learning theory is not online learning theory Teaching and learning strategies for accelerated learning were applied to online learning First offerings of both had the same audience – adult learners

Grimes and Niss Econ class – same teacher, same time, no significant difference in student demographics Use of computer managed instruction for students in 8 week class 75 minutes of class time per week in both 8 and 15 week Same standardized test used as final Findings  Study time was increased in 8 week classes  Small sample size, so could not conclude that shorter is better  Suggested every subject may have an optimal course length  Suggested correlation between test score and study time was key

Scyoc and Gleason 1993 – Redid Grimes and Niss 8 week and 15 week course lengths Used standardized tests Larger population, but not conclusive Controlled variables (Computer time, instructor, lesson plans) 8 week students scored better on first test Same for both on retention of data

Scott 1996 – Study of attributes effecting teaching and learning in intensive courses Found that students recognized professor attributes as the keys to success in any learning situation, but especially important in intensive courses  Enthusiasm for subject  Creativity  Interest in students  Knowledge and experience  Communication skills  Open-mindedness  Effective teaching methods

Rayburn and Rayburn 1999 – Acct course Traditional students (18-23) 8 weeks and 16 weeks Data on tests and homework Students who did homework did better on tests, no matter what the course length 16 week students did slightly better on exams with problems, but the same on multiple choice tests

Bruce 1999 – Summation of distance learning and the changes technology will bring to education Seen as a way to provide education to the adult population Not identified as a way to address traditional K-20 students

Daniel 2000 – Review of literature on time shortened courses No difference in test scores No study with random student assignment Adult learners may be programmed to succeed regardless of course length Faculty concerns may interfere with effective teaching

Bell 2001 – Used STARS (Statistical Anxiety Rating Scale) to measure anxiety in students in accelerated (3 weeks, 5 weeks) and traditional courses (16 weeks) Data suggests the shorter the course, the higher the student anxiety Final grades were not statistically different

Wlodkowski and Kasworm 2003 – Chapter 1 of New Directions for Adult and Continuing Education Multitude of studies prove that accelerated learning, when done well, is as effective as traditional learning Adult learners favor the sequential learning format No significant study on the differences between traditional aged students and adult students in accelerated courses

Wlodkowski and Kasworm 2003 – Chapter 9 of New directions for Adult and Continuing Education Accelerated learning should be an ally to traditional learning Accelerated learning and online learning signals a change in the higher education system

Seamon 2004 Review of past studies in intensive courses Intensive courses have to maintain better instructional formats Knowledge and skill in intensive courses needs to be maintained through use Time has the same impact on sustained knowledge in both intensive and traditional length

Wlodkowski and Stiller 2005 – Accelerated learning in the Online environment – Regis University Supports accelerated learning in online environment through the study of 172 students in three courses Student motivation and online readiness is a necessity for success

Richards 2006 –Teacher Education Parallel vs Sequential Model Non traditional learners (adult) No difference in learning between traditional students and accelerated adult learners Shows findings of 49 studies of individual courses where there was no difference or a favorable outcome for compressed courses Supports moving adult learners in a shortened course sequential program

Diaz and Cartnal 2006 – Study of Online Students Lower drop rates in accelerated online classes Student preference of shorter class lengths No statistically significant difference in grades

Accelerated Courses Most K-20 schools who offer accelerated courses have policies  Restrict the number of accelerated courses a fulltime student can take at a time to 1 (2 a semester) with other classes or 2 (4 a semester) alone  Supported by online materials, even if not online  Designed ahead of time  Require hours of work per week outside of class and hours if online