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Do compressed in-person classes yield student performance results comparable to traditional 16-week in-person classes?
Open accessAbstract
Institutions of higher learning are offering an increasing number of compressed in-person classes with the goal of providing to their diverse student populations flexibility of instruction delivery. Southern Illinois University (SIU) and many other colleges are offering an increasing number of classes with compressed schedules to increase student enrollment (Krug et al., 2015). The increase in the number of compressed classes presents the challenge of ensuring that the same academic rigor and breadth of knowledge are maintained in comparison to the traditional 16-week semester. Therefore, it is necessary for the compressed courses to provide the same student learning outcomes and cover the same course material, requiring faculty to use the same textbooks and course content. The purpose of this research study was to determine any variance in overall student academic performance after two groups of undergraduate students completed the same course taught in two different modalities, as indicated by comparing students’ final course grades. This study compared the performance of two groups of undergraduate students enrolled in the same Southern Illinois University (SIU) course that was delivered in two different modalities. An independent samples t-test was conducted in SPSS to determine if there was a significant difference between the on-campus and off-campus classes’ final course grades. There was no significant difference found between the on-campus and off-campus classes. These results suggest that the delivery formats of the course, traditional 16-week format or compressed off-campus weekend format, did not result in meaningful differences in the final course grades for the participating classes.
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“Miller and Bliss (2023) found that using final exam scores showed no significant difference between the two modalities of compressed and traditional classes when using the final exam as the metric for comparison.”
From A Comparative Analysis of Learning Outcomes in Introductory Unmanned Aircraft Systems Education Across Three Instructional Modalities (2024) · cites this paper as Miller & Bliss, 2023
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Research works printed but not linked: 10
- Almquist, C. D. (2015). Time-compressed Courses and Student Success: Evidence and Application in the Community College. (Publication No. 3730304). [Doctoral dissertation, University of Maryland]. ProQuest Dissertations and Theses Global.
- Anastasi, J. S. (2007, December 5). Full-Semester and Abbreviated Summer Courses: An Evaluation of Student Performance. Teaching of Psychology, 34(1), 19-22. https://doi.org/10.1080%2F00986280709336643. · DOI
- Carman, C.A. & Bartsch, R.A. (2017). Relationship Between Course Length and Graduate Student Outcome Measures. Teaching of Psychology, 44(4), 349-352.
- Choudhury, I. (2017). Influence of a Compressed Semester on Student Performance in a Construction Science Course. American Society for Engineering Education. https://doi.org/10.18260/1-2-28525. · DOI
- Creswell, J.W. & Creswell, J.D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5 th ed.). SAGE Publications.
- Krug, K.S., Dickson, K.W., Lessiter, J.A. & Vassar, J.S. (2015, October 31). Student Preference Rates for Predominately Online Compressed, or Traditionally Taught University Courses. Innovative Higher Education, 41, 255-267. https://doi.org/10.1007/s10755-015-9349-0 · DOI
- Lutes, L. & Davies, R. (2013). Comparing the Rigor of Compressed Format Courses to Their Regular Semester Counterparts. Innovative Higher Education, 38, 19-29. https://doi.org/10.1007/s10755-012-9226-z · DOI
- Sheldon, C. Q. & Durdella, N. R. (2010). Success Rates for Students Taking Compressed and Regular Length Developmental Courses in the Community College. Community College Journal of Research and Practice, 34, 39-54. https://www.tandfonline.com/doi/full/10.1080/10668920903385806 Southern Illinois University (SIU) -Provost and Vice Chancellor for Academic Affairs. (n.d.). Program Review. https://pvcaa.siu.edu/associate-academic-programs/program-review/. · DOI
- Walsh, K.P., Sanders, M. & Gadgil, S. (2019). Equivalent but not the Same: Teaching and Learning in Full Semester and Condensed Summer Courses. College Teaching, 67(2), 138-149. https://doi.org/10.1080/87567555.2019.1579702 · DOI
- Williamson, K.C. (2017). A Comparison between Mini-semester and Full Semester Achievement in a Construction Surveying Course. 53 rd ASC Annual International Conference Proceedings. http://ascpro0.ascweb.org/archives/cd/2017/paper/CERT140002017.pdf
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McDonald, C., Siao, D., & Corns, K. (2024) · Collegiate Aviation Review International · doi:10.22488/okstate.24.100240
“While there has been much focus on researching instructional modalities of manned aircraft operations (FAA, 2010; Miller & Bliss, 2023; Miller & Bliss, 2024), there is a lack of literature on instructional modalities for Unmanned Aircraft Systems (UAS).”
Metadata
- Authors
- Miller, I., & Bliss, T.
- Affiliations
- Southern Illinois University Carbondale (US)
- Oklahoma State University (US)
- Venue
- Collegiate Aviation Review International
- Publisher
- Oklahoma State University Library
- Published
- 2023-08-11
- Volume
- 41
- Issue
- 2
- ISSN
- 1523-5955 (ISSN-L)
- OpenAlex
- W4391456329
- Cited by
- 1
- References
- 0
- Citations by year
- 2024: 1
- FWCI
- 0.74
- Type
- journal article
- Language
- en
- Open access
- diamond
- dx.doi.org
- Locations
- Collegiate Aviation Review International (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- accelerated courses, weekend classes, off-campus classes, face-to-face teaching, academic performance, final course grades, undergraduate students, academic rigor, Southern Illinois University
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