Abstract:
ABSTRACT
ACCELERATED LEARNING: TIME AS A VARIABLE IN
EDUCATION
by
© Rick G. Rivas 2009
Master of Science in Interdisciplinary Studies
Multimedia Design and Marketing
California State University, Chico
Spring 2009
There has been a steady and significant growth in college courses taught in
various formats collectively referred to as accelerated learning due to their popularity
among students and higher education institutions alike. These courses are defined by
the way they restructure and often reduce the number of contact hours. Most of the research
reports that students in accelerated courses, whether there is a reduction in contact
hours or not, report high levels of satisfaction and perform equal to or superior to
students in standard semester-length courses.
However, critics have challenged the results of past studies, stating that further
testing is required due to the fact that there is a strong possibility that the positive
findings can be attributed to, for example, the difference between student populations or
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the differences in the method of instruction employed, rather than the quantity and distribution
of time. This experiment was a response to that call for more research and its central
aim was to assess the differences between two sections, one accelerated and one standard-
length, with respect to student perceptions and performance.
Consistent with the majority of research, the accelerated outperformed the traditional
section and both sections reported similarly in their level of satisfaction.
