Journal of Research in Innovative Teaching - National University

the learning process but rather to a special area of learning that uses “multi-sensory, braincompatible
teaching and learning methodology” (McKeon, 1995, p. 64). I will adopt the broader
use of the term rather than the more restricted methodological use.
In addition to accelerated learning, which usually applies to individual classes, the
research on accelerated education also focuses on accelerated programs, defined as whole
programs and curricula offered in a shortened time frame (Donaldson, 2001; Lynott, 1998;
Mealman & Lawrence, 2000; Scott & Conrad, 1992; Wlodkowski & Westover, 1999). This
article will address both accelerated learning and accelerated programs.
The first section of this article reviews the psychological foundation for accelerated
education. What are the basic learning principles involved, and how do these principles differ
from those involved in traditional educational practices The second major section addresses the
educational quality issue: Can postsecondary education deliver courses and programs faster than
has traditionally been the case and still achieve the same or better learning outcomes In other
words, how effective is accelerated learning The final section deals with several methodological
issues and suggests ways to overcome these obstacles and produce better quality research in
teaching and learning under accelerated conditions.
Learning and Memory Principles Applied to Accelerated Education
There are many psychological dimensions that could potentially bear on accelerated education,
such as the cognitive, emotional, and social. This section will deal primarily with learning and
memory principles and their application to accelerated learning.
Massed versus Distributed Practice
One of the most robust findings in the psychological literature is the spacing effect (Cepeda,
Pashler, Vul, Wixted, & Rohrer, 2006; Dempster, 1989; Dempster & Farris, 1990). The effect
dates back to the classical work of Ebbinghaus (1964) but has been replicated in many studies
since. The consistent finding is that spacing practice session over a longer duration (distributed
practice) promotes better learning and memory than compressing the sessions into a short time
frame (what students refer to as “cramming” and what researchers call massed practice). Given
this phenomenon, it is natural to conclude that longer classes (e.g., semester-length classes)
would produce better learning than shorter, accelerated classes. Accelerated classes, however, do
not necessarily reflect massed practice because they usually involve, at the very least, 24-hour
cycles of concentrated effort followed by rest. As noted by Hefferlin (1972), these cycles are
comparable to the distributed practice cycles use in some studies.
Memory Retention
As established long ago by Ebbinghaus (1964), and replicated many times, memories fade with
time, and the shorter the retention interval, the better the memory. Accelerated classes would
seem to benefit the retention of course material because the time delay between studying the
material and having to recall it on a test is shortened. This does not address the issue of how long
the memory lasts after the test is completed (an issue that is discussed later in this paper), but
clearly if students want to perform well on immediate tests, then accelerated classes should be
superior to longer classes.
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