Journal of Research in Innovative Teaching - National University

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term (intersession) gets its name because it is normally a session that is squeezed between the fall and spring semesters and runs for 3 to 4 weeks. The findings in the literature prior to 1992 are mixed (e.g., Allen, Miller, Fisher, & Moriaty, 1982), but in only one study was the interim design inferior to the traditional format (Richey, Sinks, & Chase, 1965). Only one study since 1992 was identified that directly addressed intersession learning outcomes. Geltner and Logan (2001) compared 6-week, 8-week, and 16- week classes. Some of the 6-week classes were conducted during a winter session (intersession). In general, the 6-week classes were associated with higher success rates (grades of C or better or earning credit for the course) and lower withdrawal rates. Although the intersession classes in this report were not specifically singled out, it was implied that the intersession classes were no different from the other 6-week classes. Weekend Courses Weekend colleges began in the 1960s and were designed to meet the needs of working adult students who had weekday obligations but were willing to sacrifice weekends to advance their education. There are many variations on the weekend format, but some schedules can become very compressed (e.g., 40 hours of instruction in two weekends). The concern by some regarding the achievement levels of such highly compressed schedules was addressed in several studies prior to 1992. The broad conclusion from these studies was that there is no significant difference in learning outcomes between weekend and traditional courses (Scott & Conrad, 1992). Williams (1992) compared classes offered on two weekends, over 8 weeks, and during 15 weeks. There were no differences in grades among any of the classes investigated. Messina (1996) also reported that there was no difference in semester grades for students taking weekend courses and students taking regular courses at a community college. Messina also noted that the students in these weekend courses claimed to learn the same or more as they had in the traditional courses. Intensive Courses (Taken Concurrently with Regular Courses) Intensive classes are sometimes taken at the same time as other, more traditional-length classes. Again, the research prior to 1992 shows very little difference in outcomes between intensive courses and traditional courses (Ray & Kirkpatrick, 1983, did find superior pre- to post-test gains in knowledge for the accelerated class, but other studies found little or no difference). Wlodkowski and Westover (1999) investigated three private colleges that offer both 16- week programs and 5-week accelerated programs and compared three undergraduate courses (accounting, business law, and philosophy). Using faculty experts to rate the achievement of the students, the investigators found virtually no difference between the two types of programs (students in the accelerated accounting course did score better in the area of calculation than the traditional students). Geltner and Logan (2001) showed positive results for the intensive courses they investigated. These researchers found that students had a higher success rate (grades of C or higher or credit for the course), better average grades, and lower withdrawal rates in shorter courses (6 weeks) compared to longer (8-week and 16-week) courses. Modular Systems (Courses Taken Sequentially) The modular system represents an educational environment in which accelerated classes are offered sequentially (one at a time in succession). In many cases, the modular system is in 39
addition to a more traditional system. For example, the University of Wisconsin—Oshkosh and San Diego State University have summer sessions that have two consecutive four-week terms. The studies reviewed by Scott ad Conrad (1992) showed mixed results (see Blackburn, Armstrong, & Dykes, 1977; Mazanec, 1972). Several colleges and universities in the U.S. teach whole programs almost exclusively on the modular system (e.g., Colorado College, Cornell College, National University, Regis University, Tusculum University). Evaluations of the effectiveness of these models have consistently shown positive results on student learning, perceptions, and attitudes. For example, an extensive evaluation of the Colorado College Block Plan (where courses are taught in 3½ week “blocks”) by McJimsey (1995) revealed high levels of satisfaction with the plan from students, faculty, and alumni. Students reported higher levels of improvement in writing, oral presentations, problem solving, and analysis than students at other private colleges. On a smaller scale, Tatum and Parker (2007), at National University (NU), compared three courses in psychology (developmental, personality, and psychopathology) taught under their 4-week sequential system with the same three courses offered concurrently during a 12- week period. There was no difference in grades or exam scores, but the students’ perception of the sequential courses was more favorable (e.g., “I would recommend this course to others”). Serdyukov, Subbotin, and Serdyukova (2002) also found that students at NU preferred the onecourse a month format to teaching math to the more traditional semester format. Schwartz (2002) demonstrated that students in NU’s accelerated accounting program achieved above-average pass rates on the national CPA exam. Jonas and Weimer (1999), at another university, found a similar pattern when they compared the results of the Educational Testing Service’s Major Field Achievement Test for business students in both an accelerated program and a traditional program. The 124 accelerated students scored higher on the test than the 209 students in the traditional program, and the accelerated students also scored higher than the national average. In a report by Wlodkowski, Iturralde-Albert, and Mauldin (2000) at Regis University, the researchers compared four undergraduate courses (economics, history, human relations, and labor relations) taught in their accelerated program (5 weeks) with the same courses taught in their traditional program (16 weeks). They found very small differences in student perception (one item on a student survey favored the accelerated classes, all other items showed no difference), but substantial differences in student performance (in favor of the shorter classes). Students were rated by faculty experts on three performance dimensions (critical thinking, writing skills, and knowledge), and on each of these dimensions the accelerated students receive higher ratings. Wlodkowski, Mauldin, and Gahn (2001) compared grades in accelerated programs at Regis with grades for similar programs at the University of Missouri at Kansas City run under a semester system. The grade point average at Regis was significantly higher than the grade point average at Missouri. Finally, Vaughan and Carlson (1992) did a comprehensive evaluation of the One-Course- At-A-Time (OCAAT) calendar at Cornell College and reported a number of benefits of the Cornell system. Relative to the semester calendar that Cornell College used prior to adopting the new OCAAT calendar, these researchers found high student and faculty satisfaction, improved student performance, and a positive alumni assessment of their college experience. 40
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 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
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
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95:
elementary-age students. Linked wit
Page 96 and 97:
considered in multicultural literat
Page 98 and 99:
In Finding One, the conclusion was
Page 100 and 101:
Stephanie: “I learned that some p
Page 102 and 103:
importance in society and in school
Page 104 and 105:
published in the United States. Ret
Page 106 and 107:
Reading Practices in Elementary Sch
Page 108 and 109:
groups of students reading by apply
Page 110 and 111:
Table 2 Participant-Reported Teachi
Page 112 and 113:
Table 5A Teachers’ Reading Task P
Page 114 and 115:
Because electronic texts are increa
Page 116 and 117:
Conclusion As teachers work to impr
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Bilingual Education and Second Lang
Page 120 and 121:
successful in hiring enough qualifi
Page 122 and 123:
Five Innovative Strategies That Wor
Page 124 and 125:
The third strategy is “Determinin
Page 126 and 127:
the categories, synthesized and def
Page 128 and 129:
Fereshteh, M. H. (1995). Multicultu
Page 130 and 131:
Can Balanced Bilingualism Be Achiev
Page 132 and 133:
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
Page 142 and 143:
encouraging passive learning. Such
Page 144 and 145:
Similarly, their actions or what go
Page 146 and 147:
should therefore not be glued to th
Page 148 and 149:
Supplementary Reading Since there i
Page 150 and 151:
Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
Page 156 and 157:
Other researchers have challenged t
Page 158 and 159:
education classes were taught in Ru
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Participants also described how the
Page 162 and 163:
Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
Page 168 and 169:
affordance of opportunities for sel
Page 170 and 171:
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
Page 180 and 181:
that there is a consistent positive
Page 182 and 183:
(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
Page 190 and 191:
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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