THE DYNAMICS OF ACCELERATED LEARNING

Joan Marques

Business Education and Accreditation, 2012, vol. 4, issue 1, 101-112

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.

Keywords: accelerated programs; intensive formats; academic rigor; andragogy; situational leadership; non-traditional student populations; adult learners (search for similar items in EconPapers)
JEL-codes: I23 (search for similar items in EconPapers)
Date: 2012
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n1-2012/BEA-V4N1-2012-9.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibf:beaccr:v:4:y:2012:i:1:p:101-112

Access Statistics for this article

Business Education and Accreditation is currently edited by Terrance Jalbert

More articles in Business Education and Accreditation from The Institute for Business and Finance Research
Bibliographic data for series maintained by Mercedes Jalbert ( this e-mail address is bad, please contact ).