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Supporting Research
RESEARCH SUPPORTING THE EFFECTIVENESS OF INTENSIVE TRAINING
Record: 1
Title:
Traditional or Intensive Course Lengths? A Comparison of Outcomes in Economics Learning.
Author(s):
Van Scyoc, Lee J.; Gleason, Joyce
Source:
Journal of Economic Education, v24 n1 p15-22 Win 1993.
ISSN:
0022-0485
Descriptors:
Economics, Economics Education, Educational Strategies, Higher Education, Program Length, Scheduling, Student Attitudes, Study Habits, Time Factors (Learning), Time on Task, Higher Education
Identifiers:
Microeconomics
Abstract:
Reports on college-level microeconomic classes to compare learning in short-term intensive course with traditional semester-length course. Found students in three-week courses performed better on achievement tests than those in traditional semester courses but this advantage disappeared when knowledge retention was measured. Raises policy questions regarding course scheduling and types of students who may benefit from one course format or other. (CFR)
Language:
English
Intended Audience:
Teachers; Administrators; Researchers; Practitioners
Publication Type:
Reports - Research; Journal Articles
Journal Code: CIJMAR1994
Entry Date: 1994
Accession Number: EJ473629
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Record: 2
Title: Methods and Techniques: Full-Semester and Abbreviated Summer Courses--An Evaluation of Student Performance
Author(s): Anastasi, Jeffrey S.
Source: Teaching of Psychology, v34 n1 p19-22 2007. 4 pp. (Peer Reviewed Journal)
ISSN: 0098-6283
Descriptors:
Academic Achievement, Student Attitudes, Higher Education, Courses, Summer Programs, Scheduling, Course Evaluation, Student Evaluation of Teacher Performance, Time Factors (Learning), Program Length, Higher Education, Postsecondary Education
Abstract:
Faculty and administrators often believe that abbreviated courses are less effective than the same courses taught during a full semester. This study examined student academic performance and course evaluations for identical courses taught during abbreviated summer sessions or during regular semester sessions. Contrary to popular convention, results demonstrated that overall academic performance was similar in summer and full-semester courses. In addition, instructor ratings were comparable for regular semester and summer session courses, with summer courses rated as somewhat more challenging. Results provide empirical evidence that negative beliefs concerning abbreviated courses may be unfounded.
Abstractor: Author
Language: English
Number of Pages: 4
Publication Type: Journal Articles; Reports - Evaluative
Availability:
Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Journal Code: APR2007
Entry Date: 2007
Accession Number: EJ755395
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Record: 3
Title: Summer School Teaching and Learning: Some Thoughts from Undergraduate Business Students
Author(s): Ho, Henry; Karagiannidis, Vanaja
Source: College Quarterly, v10 n2 p1-12 Spr 2007. 12 pp. (Peer Reviewed Journal)
ISSN: 1195-4353
Descriptors:
Summer Schools, Learning Modalities, Program Effectiveness, Marketing, Undergraduate Students, Learning Processes, Teaching Methods, Business Education, Questionnaires, Student Attitudes, Student Motivation, Teacher Student Relationship, Higher Education
Abstract:
This paper analyses summer teaching and learning from an undergraduate business student's perception. The survey reported here was designed to investigate how undergraduate business students perceived a marketing subject--Introduction to Marketing-- during summer school. At the same time, this research investigates the duration of study, the environment, student motivation and the contribution of these factors to the effectiveness of learning. The study emphasised greater instructor/student interaction (only 49 students per lecture and not more than 25 students per tutorial), prompted peer assisted learning, and represented an integral component in the implementation of a two-way communication approach to teaching and learning the subject. This inductive primary survey study took a triangulation research approach with a response rate of 86%. The positivism and interpretative evidence from the questionnaire survey demonstrated that the majority of students: (1) demonstrated that there is no difference in performance whether students study during summer school or during normal school terms; that is to say that this aspect of the learning environment is not significant to the effectiveness of learning and; (2) preferred to enrol in summer school (intensive learning mode of 5 weeks) rather than normal school length (12 weeks); and (3) found the subject they studied in summer school (intensive learning mode of 5 weeks) was more enjoyable (motivational) than any other business course in their previous studies, indicating that the process of learning is significant. (Contains 2 figures and 2 tables.)
Abstractor: As Provided
Number of References: 21
Language: English
Number of Pages: 12
Publication Type: Journal Articles; Reports - Research
Availability: Full Text from ERIC
Available online
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Journal Code: OCT2008
Entry Date: 2008
Accession Number: EJ813755
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