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The Dynamics Of Accelerated Learning

Author

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  • Joan Marques

Abstract

As accelerated programs are maturing in higher education, and populations of non-traditional learners are soaring nationwide as well as internationally, there is still quite some ambiguity regarding the rigor and validity of these programs. Opposing sounds mainly come from full time faculty, and administrators, due to insufficient familiarity with the different teaching concepts that intensive formats require, and erroneous perceptions about student populations in general. This paper examines the reasons for the continuing growth of accelerated programs in higher education, reviews the main concerns as well as the main advantages of intensive course formats, and presents some important prerequisites and considerations for successful teaching in these courses.

Suggested Citation

  • Joan Marques, 2012. "The Dynamics Of Accelerated Learning," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 4(1), pages 101-112.
    • Handle: RePEc:ibf:beaccr:v:4:y:2012:i:1:p:101-112
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    File URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n1-2012/BEA-V4N1-2012-9.pdf
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    Citations

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    Cited by:

    1. Eames, Michael & Luttman, Suzanne & Parker, Susan, 2018. "Accelerated vs. traditional accounting education and CPA exam performance," Journal of Accounting Education, Elsevier, vol. 44(C), pages 1-13.

    More about this item

    Keywords

    accelerated programs; intensive formats; academic rigor; andragogy; situational leadership; non-traditional student populations; adult learners;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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