Journal of Research in Innovative Teaching - National University

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Accelerated Learning 33
Accelerated Education: Learning on the Fast Track B. Charles Tatum Abstract In an attempt to meet the needs of the 21st century students, many colleges and universities have created classes and programs that proceed at a much faster pace than more traditional educational systems. This article explores some of the learning principles involved in this accelerated education and compares them to the more traditional model. A review of the recent literature reveals the evidence for and against accelerated education, and several critical research issues are discussed. The article also addresses some important methodological concerns with the research studies. The author concludes that there are notable advantages to the existing practices in accelerated education, and encourages more scholarship and research in this area of teaching and learning. Key Words Accelerated education, accelerated learning, accelerated programs, intensive learning, traditional education, learning and memory principles, educational effectiveness, educational-research methodology Introduction Historically, the demand for affordable, flexible, and convenient education has produced nontraditional educational formats and paradigms such as correspondence courses, evening classes, distance learning, and now online and web-based education (Kearsley, 1999; Serdyukov & Wheeler, 2002). Moreover, the college-student population is shifting from the traditional 18- to 22-year-olds to an older demographic sometimes referred to as nontraditional or “adult” learners (National Center for Education Statistics, 2003). As these nontraditional students try to combine work and study, they are looking for educational approaches that differ from the “traditional” university. One important consideration for these nontraditional students is the duration of the courses or programs. With great demands on their time, these students want to complete their studies as quickly as possible. In response to this need, postsecondary education has developed accelerated courses and programs, and this rapid-paced education seems to be the wave of the future. In fact, accelerated education is one of the fastest growing transformations in higher education (Scott & Conrad 1992; Bowling, Ries, & Ivanitskaya, 2002). According to Wlodkowski (2003), 250 U.S. colleges and universities offer various accelerated programs, and this number is increasing. Accelerated education refers to any attempt to speed up or compress the educational process beyond the traditional semester or quarter systems that are used in most colleges and universities. Sometimes this means simply shortening the duration of the course (e.g., from 15 weeks to 6 weeks) without changing the number of contact hours in the classroom (e.g., 40 hours). In other instances, accelerated study means not only compressing the duration but also reducing the contact hours. To add to the confusion, there are many different definitions and distinctions in the literature on accelerated education. Sometimes the research applies to accelerated learning, defined here as a learning environment intended to achieve a faster learning rate, especially for specific learning modules or individual classes. The term accelerated learning as used here is sometimes called intensive, compressed, concentrated, or short-term learning (see Serdyukov, 2008; Serdyukov & Serdyukova, 2006; Serdyukov, Tatum, & Serdyukova, 2006). For some educators “accelerated learning” refers not to an acceleration of 34
Page 2 and 3: Journal of Research in Innovative T
Page 4 and 5: Table of Contents Editor’s Column
Page 6 and 7: Editor’s Column National Universi
Page 8 and 9: training-based method for integrati
Page 10 and 11: The Editorial Board invites the rea
Page 12 and 13: The Influence of Social Worlds on E
Page 14 and 15: experience in a strong group settin
Page 16 and 17: Table 1 Example Scenario of a Burea
Page 18 and 19: hierarchy ensures a social position
Page 20 and 21: (see Figure 5). Each member is affo
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 26 and 27: Figure 10. Didactic Task Structure
Page 28 and 29: Stansberry, S., & Harris, E. (2005)
Page 30 and 31: Utilizing current research-based co
Page 32 and 33: teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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