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• W27533804 abstract "INTRODUCTION A substantial amount of investigation has been conducted into using a time compressed or shortened delivery of differing college level courses (Wlodkowski & Westover, 2009). However, much of this research has been targeted towards the remediation of adult aged college students who are reentering the academic arena after years of other endeavors (Attewell, et al., 2006). The time compressed courses have had varying results, usually contributed to the prior preparation, work ethic, and desired outcome of the adult student (Kasworm, 2001). Current research is continuing on the effects of time compression in college courses with what one might refer to actual young, matriculating students. Anderson, Wielicki & Anderson (2009) have found that different barriers to a student's success are not necessarily related to the amount of time that the student is exposed to course material, but rather other extraneous forces and influences on the student. In 2008, Anderson published his results of a twenty-five year study on differing testing approaches to determine how to maximize student outcomes on final exams for quantitative courses. It is suggested by Scott (1996) that students have a voice into determining how certain college courses should be delivered. Many other articles (Bailey, 2009; Wielicki, 2005; Wlodkowski, Mauldin & Gahn, 2001; Conley, 2005) stress a similar theme concerning the time compressed delivery for college class offering from the standpoint of remediation of reentry students. However, what has not been effectively researched is the decisive impact of an accelerated lecture approach for quantitative subjects (like inferential statistics) on college students. Due to the unique opportunity a summer session offers, a time compression study for the delivery an upper division inferential statistics course in the Craig School of Business, California State University, Fresno was undertaken. Instead of rearranging the number of contact minutes (which was successfully tried in 2007), or changing the venue (online versus the customary lecture hall), a new approach was carried out where the contact hours per day remained the same but the traditional delivery rate of the lecture material was substantially increased. Moreover, when all of the material for a regular semester was covered, the class then ceased to meet. Essentially, the time compression that the students experienced was a much faster paced lecture. This approach is very similar to a reading class in junior high school where the teacher used a video projection machine to display the text of a story, where the students were accustomed to viewing at 75 words per minute. Then, all of a sudden, a new story was inserted into the machine and the viewing rate was upped to 125 words per minute without the students' knowledge. The students knew something was a little different than before, but they were not suspicious that the pace of the delivery was increased substantially. Such was the case for the students who enrolled in DS 123 (Inferential Statistics) during this past summer in the Craig School of Business. Due to the vagaries of summer session scheduling (95 minutes per day, four days a week), students were forced to not only attend class every session, due to the pace of coverage of the course material, but they were forced to study the material on a more consistent basis, especially when compared to a traditional 15 week semester schedule. The trial approach of this time compressed delivery has lead to the proposal of the hypothesis that students can consistently perform better at higher rates of achievement when using an accelerated pace of lecturing. RESULTS Historical During a regular, traditional semester, the inferential statistics course (DS 123) meets for 75 minutes, twice weekly for 15 weeks (2250 semester minutes plus a 120 minute final exam) offering three units credit. During a regular summer session, this class meets for 95 minutes, four times a week for six weeks (2280 semester minutes plus a 120 final exam). …" @default.
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• W27533804 title "Time Compressed Delivery for Quantitative College Courses: The Key to Student Success" @default.
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