Education Commons^™

The Impact Of An Accelerated Course Format On Student Success For A Community College Media Arts Production Class, Nathan T. Winters

Theses and Dissertations

This paper describes a problem of practice stemming from an institutional transition to accelerated formatted courses at Progressive Community College (PCC), a pseudonym for a 2-year college located in the southeastern United States. In order to improve student success, the college transitioned from a traditional 15-week course format to an accelerated 7-week format. The identification of the problem of practice led to the development of a research focus examining the impact of an accelerated 7-week format on student success for a media arts production course. The study implemented action research methodology, collecting both qualitative and quantitative research data.

Action research …

Exploring The Retention Of Credit-Hour Value In Terms Of Workload For University Core Courses Taught In A Time-Compressed Format, Lyndell E. Lutes

Theses and Dissertations

This study compared the workload and value of work done outside of class reported by 3512 undergraduate students at Brigham Young University completing 16-week semester and 8-week term University Core (General Education and Religion) classes. Based on the results of this analysis, significant differences in workloads were found when comparing them by occasion (semester versus term). Significant differences were also found in workload and value of homework based on the autonomy of the instructors. On average, the workload difference by occasion equates to approximately 54 minutes more per week in a 3-credit semester course when compared to a term course. …