Running head: ACCELERATED ONLINE LEARNING 1

Accelerated Online Learning: Design for Success

Pamela Galovich

Northern Arizona University

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Accelerated Online Learning: Design for Success

The demographic of higher education has undergone significant change during the past

two decades. The stereotypical college student, 18- to 22-years-old, financially dependent on

parents, and enrolled full time, is no longer the norm. Data from the U.S. Department of

Education’s National Center for Education Statistics (2011-2012) shows the majority of college

students are now classified as nontraditional and the number continues to rise. Many in this

growing demographic are adults who return to school, juggling competing demands of jobs and

families. Focused and goal specific, they require degree programs that are flexible, relevant, and

time efficient. Adult educators are acutely aware of the changes and seek new approaches to

learning traditional models.

Accelerated learning programs are one of several new strategies, said to provide cost

advantages (economies of scale) to institutions, plus the flexibility and efficiencies required by

adult learners. This paper discusses the use of accelerated courses in higher education, the

advantages and disadvantages, and how educators are using motivational strategies based on

adult learning theory to improve learning outcomes.

Created to meet the learning needs of working adults (Wlodkowski, 2003), accelerated

learning programs have both strong advocates and critics. Students can attain college credits,

certificates, and/or degrees in shorter timeframes due to accelerated delivery models (Marques,

2012; Wlodkowski, 2003; Kahrhoff, 2013). In addition some students reported benefits from the

“intensity of acceleration” that increases personal focus and motivation (Lee & Horsfall, 2010, p.

196; Scott, 2003; Kahrhoff, 2013). Others appreciate the benefits of flexible scheduling as

institutions offer classes at non-traditional times, such as evenings, weekends, summers, and

mid-winter breaks (Marques, 2012, p. 104).

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Accelerated courses do present challenges for both students and instructors.

“Maintaining the expected seat time without sacrificing academic rigor and standards” is a

primary concern for faculty (Kahrhoff, 2013). A “sacrifice of breadth and depth”, “learning that

is crammed and poorly developed”, and “a commodification of learning” (p.3) are criticisms

voiced by some in academia (Wlodkowski, 2003). Excessive workload is an additional concern,

as teaching accelerated classes throughout the calendar year can produce instructor fatigue (Lee

& Horsfall, 2010).

Students report similar issues with fatigue and stress. Taking courses in accelerated

formats is a precarious balancing act between jobs, family, and schoolwork. Condensed

timeframes also leaves students less time for reflection and analysis (Kahrhoff, 2013;

Wlodkowski, 2003). And if students fall behind in their workload, there is “less opportunity to

regain footing and catch up” (Davies, 2006; Lee & Horsfall, 2010)

Despite the challenges, researchers claim accelerated courses can be as effective as

traditionally timeframes, if “designed with a balance of workload, rigor, student engagement and

content” (Karhrhoff, 2013, para. 3). To understand the assertion, requires a brief review of

Knowles’s set of assumptions concerning adult learners, and how specific attributes of

instructional design align with the assumptions.

Knowles’s Assumptions of Adult Learners

Malcolm Knowles, an influential figure in American adult education, introduced the term

andragogy to the U.S. in 1968, when he wrote the article, “Androgogy, Not Pedagogy” [note

spelling] Knowles’s model of andragogy, a theory of adult learning, is based on the following

assumptions: (1) adults need to know why they need to learn something before undertaking to
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learn it; (2) self-directed; (3) subject matter must be relevant and/or practical.; (4) adults bring to

an educational activity a greater background of knowledge and experience than children; (5)

adults learn more effectively when what they are learning is presented in the context of

application to real life situations; and (6) adults are most responsive to internal pressures.

Research on accelerated online courses is unanimous - when certain design attributes are

present, accelerated courses “yield equivalent and sometimes superior, learning outcomes when

matched with traditional length courses” (Scott, 2003, p. 29). Design elements said to motivate

learning include: (1) instructor characteristics (Wlodkowski, 2003; Paquette, 2016; Aragon,

2003; Lee & Horsfall, 2010); (2) active learning (Scott, 2003; Paquette, 2016; Lee & Horsfall,

2010); (3) applied learning (Wlodkowski, 2008; Kim, 2004; Karhoff, 2013); (4) and course

organization (Scott, 2003). Many of these elements closely mirror Knowles’s’ assumptions.

Instructor Characteristics

Wlodkowski’s Enhancing Adult Motivation (2008) discusses the characteristics and skills

of a motivating instructor. The attributes focus on “five pillars: expertise, empathy, enthusiasm,

clarity, and cultural responsiveness” (p. 49). The first is subject expertise; the second, instructor

empathy is knowing the “classroom” of learners, so lessons can be tied to personal goals; the

third, a sincere enthusiasm for the subject that transfers to students; fourth, clarity of instruction,

the transfer of knowledge in a clear, unambiguous manner using visual aids and examples; and

the fifth, creating a learning environment that is respectful of the opinions and experiences of

others is cultural responsiveness.

Literature also addresses the instructor’s ability to instill social presence in the classroom.

Doing so creates a “warm, collegial, and approachable learning environment for students”
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(Aragon, 2003, p.61). Research finds when an instructor’s social presence (a perception of

connectedness) is sensed by students, there is increased learner satisfaction and achievement in

online environments (Aragon, 2003; Paquette, 2016). To introduce social presence instructors are

actively involved in discussions, provide frequent feedback, add humor, share personal stories

and experiences, and are responsive to student concerns. The outcome is an intellectual

community of adult learners that are socially connected and engaged even though physically

separated (Lee & Horsfall, 2010).

Active learning

The literature on accelerated learning emphasizes a need for active learning approaches.

Students in active learning environments are “highly engaged in learning through interaction

with peers, instructors, and content” (Paquette, 2016, p. 83). Scott found in her 2003 study

“Attributes of High-Quality Intensive Courses”, incorporating activities that actively engage

students in the learning process, such as discussions, debates, collaborative problem solving, and

case studies, improve performance levels.

Student and faculty responses in Lee & Horsfall’s study “Accelerated Learning”, also

confirm the benefits of using active learning approaches. An “active learning cycle of theory,

practice, feedback and peer support” engages and motivates adult students (2010, p. 196).

Applied learning

Learners in accelerated courses prefer applied learning as an instructional approach

according to research. In a 2004 study by Kyong-Jee Kim “Motivational Influences”, participants

preferred learning activities that simulated real-world situations and provided hands-on
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experience, such as case studies, role playing, and simulations. Kim found applied learning

approaches an effective learning method, as well as a motivation strategy.

An applied learning approach is also used in authentic assessment. In Wlodkowski

Enhancing Adult Motivation “for assessment to be intrinsically motivating for adults it has to

mirror an authentic work or life situation”; assessments must be “realistic, complex, and

interactive” (2008, p. 310). According to Karhoff authentic assessment confirms to the learner

that the knowledge or skills he or she has acquired through education is of “value to personal and

professional lives”, a motivating factor (2013, para.17). Wlodkowski claims this form of

assessment relates to “adult learners being self-directed, responsible for their own lives,

pragmatic – they want to learn something that is relevant and useful, meaningful to their current

lives or immediate futures” (Wlodkowski, 2008. p. 311).

Course organization

Studies on accelerated instruction find course organization is essential to student success.

In Scott’s (2003) research, “Attributes of High-Quality Intensive Courses”, “students believe that

course organization is one of the most important factors to successful intensive courses” (p. 32).

Scott suggests an emphasis on “depth over breadth of learning” (p. 33). An intensive course

covering too much material quickly becomes overwhelming as learners have no time to absorb

and assimilate materials. “Students prefer delving into fewer areas in more depth, and

concentrate on major concepts (p. 33).

Instructional Design for Accelerated Formats

Research strongly recommends instructors of accelerated courses incorporate

motivational strategies in course design. The goal is to achieve focused learning (Scott, 2003;
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Lee & Horsfall, 2010); memorable and in-depth learning experiences (Scott, 2003; Kim, 2004;

Kahrhoff, 2013), positive social climates for peer interaction (Wlodkowski, 2003; Paquette,

2016; Aragon, 2003) and stronger academic performance (Scott, 2003; Kim, 2004).

The strategical approaches discussed in this paper are successful because they align with

andragogical principles. Authentic assessment, active engagement, connectedness, student input,

peer interaction and discussion, depth over breadth, and respect for the opinions and experiences

of others – attributes that support Knowles’s assumptions of adult learners. According to current

research, accelerated online courses are as rigorous as traditional formats, and can be an

effective, engaging learning experience for students, if Scott’s “high-quality” attributes are

present.
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References
Aragon, S. (2003). Creating social presence in online environments. New Directions for Adult

and Continuing Education, 58(4), 57-68. doi: 10.1002/ace.119

Davies, M. (2006). Intensive teaching formats: A review. Issues in Educational Research, 16(1),

1-20. Retrieved from http://www.iier.org.au/iier16/davies.html

Knowles, M.S., Holton III, E. F., & Swanson, R.A. (2015). The adult learner: The definitive

classic in adult education and human resource development. New York: Routledge.

Lee, N. & Horsfall, B. (2010). Accelerated learning: a study of faculty and student experiences.

Innovative Higher Education, 35(3), 191-202. doi 10.1007/s10755-010-9141-0

Paquette, P. (2016). Instructing the instructors: Training instructors to use social presence cues in

online courses. Journal of Educators Online, 13 (1). Retrieved from

https://files.eric.ed.gov/fulltext/EJ1087698.pdf?utm_campaign=elearningindustry.com&u

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Wlodkowski, R.J. (2003). Accelerated learning in colleges and universities. New Directions for

Adult and Continuing Education, Spring (97), 5-15. http: doi:10.1002/ace.84

Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for

teaching all adults 3th edition. San Francisco, CA: Jossey-Bass.