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Beyond the Classroom: The Accelerated Online Program

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Accelerated learning is a fundamental part of higher education due to its effectiveness in serving traditionally underserved learner populations while achieving similar learning outcomes to ...

Accelerated learning is a fundamental part of higher education due to its effectiveness in serving traditionally underserved learner populations while achieving similar learning outcomes to traditional 16-week programs. Accelerated online programs can further extend access to higher learning while achieving favorable learning outcomes and high student satisfaction. Please join us as we discuss accelerated online research, best practices, and programming.

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    Beyond the Classroom: The Accelerated Online Program Beyond the Classroom: The Accelerated Online Program Presentation Transcript

    • Beyond the Classroom: The Accelerated Online Program William Husson, Ph.D., Vice President, Professional Studies and Strategic Alliances Regis University Jeannie McCarron, MNM, Director, The Commission for Accelerated Programs (CAP)
    • The Commission for Accelerated Programs (CAP)
      • Membership-Driven Organization
      • Founded in 2004 with Grant Funding from the Lumina Foundation for Education
      • Exists to:
      • Provide access to higher learning to underserved learner populations; and,
      • Advance and advocate accelerated education worldwide.
      • Currently involves 180 Members representing 102 institutions across the U.S. and Canada.
      • 2 Affiliate Organizations: Regis University and The Council for Adult and Experiential Learning (CAEL).
    • Accelerated Learning Defined
      • Accelerated learning programs are structured for students to take less time than conventional (often referred to as “traditional”) programs to attain university credits, certificates or degrees (Wlodkowski, 2003).
    • Accelerated Learning Research
      • Various studies indicate that students in accelerated programs achieve the same, or better, learning outcomes than students enrolled in traditional models of education (Daniel, 2000, Wlodkowski, Gonzales, & Mauldin, 2002 , Birkholtz, 2004).
      • Daniel (2000) further concluded that “this conclusion holds true for both long-term and short-term learning outcomes.”
      • Student persistence in accelerated programs, also a benchmark for quality, is oftentimes higher than in traditional formats (Wlodkowski, Mauldin, & Gahn, 2005).
    • Accelerated Learning Prevalence Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Fall 2001, 2002, 2003, and 2004
    • Accelerated Online Learning
      • Accelerated Online Learning is a proven methodology that delivers asynchronous content to adult learners any time, any place, and at their convenience (Online Consortium of Independent Colleges & Universities website, www.ocicu.org ).
      • Research findings indicate that accelerated online courses are an effective format for learning (Wlodkowski & Stiller, 2004).
      • The Center for Academic Transformation has shown that the redesign of college courses using instructional technology can improve quality, reduce cost, and result in higher completing and persistence rates (Kazis et al, 2007).
      • Adult learners are embracing online delivery options in unprecedented numbers (Eduventures, 2008).
    • Accelerated Learning Concepts
      • Time Compression vs. Course Truncation
      • Carnegie Unit History (1909)
      • Industry and Corporate Models
      • Motivational Factors
      • Single Course Focus
      • Class Size Matters
    • Accelerated as a Preferred Model
      • Most online learning is focused on older adults.
      • Older adults prefer the accelerated models.
      • Most virtual universities offer accelerated models exclusively.
      • Most adult programs use adjunct faculty who tend to be more technically savvy.
    • Best Practices
      • An enterprise model of course development is preferred for acceleration.
      • Development costs are centralized.
      • Course and Program consistency is assured.
      • Beneficial with use of adjunct faculty.
      • Scheduling is scalable.
      • Outcome measurement is facilitated.