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 1989 - 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 10-12 hours of work per week outside of class and 12-15 hours if online