Time frames for Online Courses

1. Time frames for Online Courses A Review of the Literature R. Aitken, Ph.D. Ohio Dominican University

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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