Teaching Accelerated Courses
Keywords:Active learning, concept mapping, cooperative learning, educational paradigms, experiential learning.
AbstractTime-shortened accelerated courses are common in many academic programs. In such courses the student, instructor contact hours, which is typically 45 hours, is accomplished in four or six weeks. Workiig adult students are often drawn to these intense courses since they can continue with their regular daytime jobs and attend classes in the evenings and weekends. Teaching these courses in an accelerated format is a challenge, yet a bigger challenge is to ensure students achieve the learning outcomes in such courses. Past methods and practices do not fully address this mode of teaching and learning. The typical educational paradigms such as behaviorism and constructivism were used to serve the industrial growth and expansion by supplying workforce with conformity and standards. With the recent advances in technolgy and the available learning tools, adequacy of these current paradigms are questioned. Industry and the market are demanding creative problem solvers, where diversity of talents is more useful than conformity of skills. Many institutions now offer short accelerated courses but there seems to be a lack of comprehensice studies on the impact of these short courses on student learning. Best teacing practices in accelerated format, particularly in science and engineering, and ways to enhance student learning haven't been fully investigated. There are several emerging alternatives for learning that need to be evaluated in order to investigate the challenges and opportunities with accerated programs.Â This paper examines past practices and evaluates new trends characterizing some of the emerging paradigms in education that can be employed in teaching accerated courses. Based on some preliminary results and analysis,Â this paper proposes a teaching approach for accelerated courses that has produced promising results in more technically oriented classes that may be applicable to other disciplines as well.
Watson, J.B. Psychology: From the Standpoint of a Behaviorist, Publisher: J. B. Lippincott, Philadelphia, 1919
Chomsky, N., Of Minds and Language: A Dialogue with Noam Chomsky in the Basque Country (edited by Massimo Piattelli-Palmarini, Juan Uriagereka, and Pello Salaburu), Oxford: Oxford University Press, 2009
Warde, W. F., John Deweyâ€™s Theories of Education, International Socialist Review, Vol. 21, No. 1, Winter 1960
Maslow, A., A Preface to Motivation Theory. Psychosomatic Medicine #5 (1943)
Maslow, A.H.: A Memorial Volume Monterey, CA: Brooks/Cole, 1972
Robinson, K. 2010. Bring on the Learning Revolution. TED Talk, Long Beach, California. http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html
Mitra, S., Minimally Invasive Education for mass computer literacy, Presented at the CRIDALA 2000 conference, Hong Kong, 21-25 June, 2000
Mitra, S., Dangwal, R., Chatterjee, S., Jha, S., Bisht, R.S. and Kapur, P., Acquisition of computing literacy on shared public computers: Children and the â€œhole in the wallâ€, Australasian Journal of Educational Technology 2005, 21(3), 407-426
Mitra, S., Rana, V., Children and the Internet: Experiments with minimally invasive education in India, The British Journal of Educational Technology, volume 32, issue 2, pp 221-232. (2001)
Mitra, S., 2013. We Need Schools, Not Factories. Winner of TED Prize 2013. https://www.huffingtonpost.com/sugata-Mitra/2013-ted-prize_b_2767598.html
Mitra, S., Self organizing systems for mass computer literacy: Findings from the 'Hole in the Wall' experiments, International Journal of Development Issues, Vol. 4, No. 1 (2005) 71-81
Orso, D., Doolittle, J. Instructor characteristics That Affect Online Student Success. Faculty Focus: Focusses on Todayâ€™s Higher Education Professional. Nov.2, 2012. http://www.facultyfocus.com/articles/online-education/instructor-characteristics-that-affect-online-student-success/
Bergmann, J. & Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day, International Society for Technology in Education.
Schuman, R. (2014) The Flipped Classroom: A disruptive revolution in pedagogy, or yet another educational fad? Retrieved January 23, 2015 from http://www.slate.com/articles/life/education/2014/02/flipped_classrooms_in_college_lectures_online_and_problem_sets_in_the_classroom.html
Robinson, K. (2013) Finding your Element, Penguin Books.
Jobs, S. (2005) Commencement speech to Stanford in 2005. Retrieved January 3, 2014, from http://www.businessinsider.com/the-full-text-of-steve-jobs-stanford-commencement-speech-2011-10.
Smith, R. C. (2012) A Critique of Ken Robinsonâ€™s Presentation â€˜Changing Education Paradigms', Retrieved January, 4, 2014 from http://www.heathwoodpress.com/changing-education-paradigms-by-ken-robinson/
Lumsden, E., Mcbryde-Wilding, H., & Rose, H. (2010). Collaborative practice in practice in enhancing the first year experience in Higher Education. Enhancing the Learner Experience in Higher Education, 2(1), 12
Liqiu, W. (2011). Formative Assessment in Classrooms: Operational Procedures. [Article]. Journal of Language Teaching & Research, 2(1), 99-103. doi: 10.4304/jltr.2.1.99-103
Patron, H., & Lopez, S. (2011). Student Effort, Consistency, and Online Performance. [Article]. Journal of Educators Online, 8(2), 1-11.
Gregorius, R. (2011). Student Performances in Various Learning Protocols. [Article]. Journal of College Science Teaching, 40(5), 85-95.
Shephard, K. (2009). e is for exploration: Assessing hard-to-measure learning outcomes. [Article]. British Journal of Educational Technology, 40(2), 386-398. doi: 10.1111/j.1467-8535.2008.00927.x
Howard, B., & Tomei, L. (2008). The Classroom of the Future and Emerging Educational Technologies: Introduction to the Special Issue. International Journal of Information and Communication Technology Education, 4(4), 1.
Condie, R., & Livingston, K. (2007). Blending online learning with traditional approaches: changing practices. [Feature Article]. British Journal of Educational Technology, 38(2), 337-348.
How to Cite
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.