A Review Of Time-Shortened Courses Across Disciplines

Clearly further research is needed to address these research concerns. However, contrary to conventional wisdom that intensive courses sacrifice rigor and academic quality for convenience, the literature strongly indicates that time-shortened formats, whether during summer session, intersession, weekend, or regular semester, can produce favorable outcomes as measured by test scores. The research also suggests that most courses, regardless of discipline, can effectively utilize time-shortened courses without sacrificing learning. Overall advantages of intensive courses include convenience, superior test scores, stimulate discussion, and result in creative teaching techniques. Disadvantages involve fatigue, stress, and lack of time to prepare and study. Overall, successful intense courses require good planning, well organized and structured activities, a multitude of teaching strategies, a focus on learning objectives, and accurate assessment.

While students may complain about certain aspects of intense courses, generally they favor these classes, particularly adult and part-time students. Though these students often choose intense courses for their convenience, many are actually motivated and inspired by course experiences that often include extensive group processes and creative teaching techniques.

Faculty, however, often find these courses too labor intensive or are opposed based on the belief that quality learning takes time. Though there are instructors who oppose time-shortened formats, faculty who teach intense courses typically modify their teaching techniques and usually incorporate more experiential learning and discussion. Students in these classes also tend to modify their learning styles. These students participate more in class discussions and are often more motivated to learn than their counterparts in traditional nontraditional aged students opt for these courses may play a role in student motivation.

Conclusions

It would seem that a variety of courses from different disciplines, including those with quantitative components as well as education classes could be appropriately taught in a time-shortened format. Teaching these courses in flexible or extended blocks of time does not seem to be a faddish educational innovation designed solely to make higher education more convenient for adult and part-time students. There are indications that this format will continue to grow and offer not only convenience, but an alternative method of delivering high quality learning in a variety of disciplines. Clearly, more research is indicated utilizing random samples, more consistent testing, and more long-term follow up. Despite short comings in the research, time-shortened courses appear to offer benefits to both students and faculty.

References

Allen, J.L., Miller, T.A., Fisher, B., & Moriarty, D.D. (1982). A survey of January interim psychology courses. Teaching of Psychology, 9.320-321.

Austin, T.L., Fennell, R.R., and Yeager, C.R. (1988). Class scheduling and academic achievement in a non-traditional graduate program. Innovative Higher Education. 12.79-90.