JVER v29n1 - An Investigation of Student, Faculty, and Administration Perceptions of the Application of Accelerated Learning Strategies in the Wisconsin Technical College System

An Investigation of Student, Faculty, and Administration Perceptions of the Application of Accelerated Learning Strategies in the Wisconsin Technical College System

Alex D. Birkholz
Wisconsin Indianhead Technical College

Abstract

The Wisconsin Technical College System (WTCS) engaged in an educational reform initiative by implementing the use of an accelerated instructional methodology. Rather than strictly compressing course meeting times, the WTCS required that courses identified as accelerated incorporate brain-based instructional tools and delivery methods. This study investigates the perceptions of students, faculty, and instructional supervisors involved with the use of accelerated learning strategies. Objectives guiding the investigation focused on critical dimensions of the methodology and differences in perception between accelerated and traditional students as well as faculty and instructional supervisors involved with accelerated academic programming. Students participating in accelerated courses assigned a different degree of importance to the critical dimensions of accelerated learning as compared to traditional students. Overall, experiences reported by both classifications of student did not differ significantly. Despite meeting fewer course hours, accelerated students reported comparable learning experiences to students in traditional programs.

Introduction

In the late 1980s and early 1990s, a profound change was occurring in the postsecondary education system of the United States. Barr and Tagg (1995) noted that where colleges were once in the business of delivering instruction, they now needed to be in the business of producing learning. The implementation of this change would be gradual and guided by the ongoing results of institutional assessment processes.

Bransford, Brown, and Cocking (2000) cited new developments in the science of learning as altering current theoretical conceptions. While more traditional methods of instruction emphasized the instructor as manager of the learning environment, new research highlights the importance of helping students learn to take control of their own learning processes. "The emerging science of learning underscores the importance of rethinking what is taught, how it is taught, and how learning is assessed" (p. 13).

The Wisconsin Technical College System (WTCS) was one of many postsecondary systems to answer the call for change. The WTCS is a post-secondary organization of 16 member colleges serving students through 47 campuses. Tracing its origins back to 1907, the WTCS offers Associate of Applied Science degrees, technical diplomas, and continuing education courses for those seeking new employment or broadening their skills in an existing job.

The WTCS engaged in a reform effort by offering accelerated degree programs as early as 1986. Accelerated learning is an educational delivery method and philosophy utilizing brain research to design optimal learning opportunities. Accelerated learning definitions vary by author. In reality, the definition has blurred as more people use and add techniques to the process (Zemke, 1995). According to Wlodkowski (2003), ". . . accelerated learning programs are structured for students to take less time than conventional (often referred to as traditional) programs" (p. 6). While many programs labeled as accelerated simply operate courses in condensed formats, the WTCS imposed additional requirements.

The WTCS issued its own guidelines for member colleges seeking to offer accelerated instruction at the Associate of Applied Science degree level. According to Cullen (1999), these guidelines included: establishment of competency-based curriculum, use of a prescribed course sequence, formation of a cohort of students that agree to complete the entire degree together, application of the knowledge acquired in the degree program to a work setting, employment of accelerated learning strategies, participation of instructors in specific training in the use of the accelerated instructional methodology, participation by students in out of class study groups, and student engagement in activities outside of the classroom. In exchange for following these guidelines, Wisconsin colleges may reduce the class time required of students by up to one half.

Purpose

As noted by Wlodkowski (2003), ". . . accelerated programs are one of the fastest-growing transformations in higher education" (p. 5). Those making decisions with regard to the expansion and improvement of accelerated programming have had limited information from which to draw. The purpose of this study was to: investigate the perceptions of the three key parties: students, faculty, and instructional supervisors involved with the use of accelerated learning strategies. The areas of concentration included instruction, academic programming (administrative), and professional development. It was envisaged that knowledge derived from the study would help stakeholders in academic programs to make datadriven decisions regarding the expansion and improvement of accelerated academic programming in Wisconsin and beyond. The research objectives of the study were to:

1. Determine the perceptions of students, faculty, and instructional supervisors in regard to the critical dimensions of accelerated instructional methodologies utilized in the Wisconsin Technical College System.
2. Discover to what extent accelerated and non-accelerated students differ in their perceptions of the critical dimensions of accelerated learning.
3. Ascertain what the perceptual differences are between faculty and instructional supervisors with respect to accelerated academic programming.
4. Document the absence or existence of differences among student perceptions and those of faculty and instructional supervisors with respect to the critical dimensions of accelerated learning.
5. Determine the perceptions of faculty and instructional supervisors with respect to the professional development necessary for the implementation of accelerated learning strategies.

Literature Review

A review of related literature focusing on adult learners, learning theory, brain research, instructional theory and practice, and learning styles was conducted to provide a foundation for the investigation. The literature associated with the accelerated learning methodology itself was emphasized in order to investigate the perceptions of students, faculty, and instructional supervisors regarding the application of accelerated learning strategies.

Origins of Accelerated Learning

Accelerated learning traces its roots to Bulgaria. In the 1960s, a Bulgarian educational psychiatrist, Dr. Georgi Lozanov, was experimenting with nontraditional methods of teaching English to Bulgarian students (McKeon, 1995). Specifically, Lozanov discovered that the use of Baroque music could bring his students into a state of relaxed attentiveness. Today, similar to the effects of commercial advertising, this technique is referred to as "suggestopedia" (Russell, 1999, p. 186). The use of these techniques can increase the speed at which students learn. The increase in learning efficiency, as compared with traditional teaching methods, is achieved through engaging the whole body in the learning process (Lozanov, 1978).

In the 1970s, Lozanov's work received the attention of Sheila Ostrander, Lynn Schroeder, and Nancy Ostrander (1979). Their book, Superlearning , discussed the use of Baroque music to relax and make positive suggestions to improve the progress of student learning. This book was the catalyst to start the use of these teaching methods at Iowa State University. In 1975, The Society for Accelerative Learning and Teaching was formed (Meier, 2000). In 1994, this group became known as the International Alliance for Learning (2003). The International Alliance for Learning (2003) identified 10 elements of accelerated learning. The elements included:

1. Knowledge about the human brain,
2. Emotional state,
3. The learning environment,
4. The role of music and the arts,
5. Personal motivation,
6. Multiple intelligences and learning styles,
7. Imagination/metaphors,
8. Suggestion,
9. Team learning and cooperation, and
10. Improvement and results.

These elements are to serve as guidelines for practitioners in both corporate training and educational settings.

Accelerated learning definitions vary by author. According to Clement (1992), accelerated learning can be defined as:

...a research-based technology and an innovative philosophy that, for every style of learning and behavior, uses learners' holistic natural talents to provide them the highest probability of maximizing their learning, retention, and performance. An Accelerated Learning system does this by creating a stress-free, positive, joyful, and psychologically and physically healthy environment that enhances self-esteem and focuses on the needs of the learner. This attribute is learner-centeredness. (p. 529)

Madden (1995) defined accelerated learning according to its use of the multiple intelligences, learning styles, and whole brain.

...a system of learning that uses a 'multisensory' approach, combining music, games, relaxation, movement, and interaction in a classroom setting. Traditional teaching methods rely primarily on the sequential, logical aspects of learning, often ignoring physical involvement, visual contribution, and musical input. (p. 3)

Accelerated Learning Research Studies

Anecdotal evidence of the impact of accelerated learning techniques as defined in this investigation was plentiful. Published research on the concurrent use of multiple accelerated learning techniques was limited. The majority of the available research concentrated on reducing the time spent in the classroom rather than enhancing instructional delivery strategies.

Meier (2000) emphasized the importance of using collaboration in accelerated learning environments. That collaboration takes the form of students progressing through an educational program as a cohort group as well as cooperative learning work within classes. Johnson and Johnson (1999) noted that, "... structuring situations cooperatively results in students interacting in ways that promote each other's success, structuring situations competitively results in students interacting in ways that oppose each other's success and structuring situations individually results in no interaction among students" (p. 31).

The research on cooperative learning is abundant. Johnson and Johnson (1989) outlined over 550 experimental studies that had been conducted to compare cooperative, competitive, and individual learning situations. Over 375 studies had investigated the impact of the three aforementioned learning situations on the promotion of efficiency and achievement. According to Johnson and Johnson (1999), "... working together to achieve a common goal produces higher achievement and greater productivity than does working alone. This is confirmed by so much research that it stands as one of the strongest principles of social and organizational psychology" (p. 31).

Slavin (1990) reviewed 60 studies. "Overall, the effects of cooperative learning on achievement are clearly positive: forty-nine of the sixty-eight comparisons were positive "(p. 18). It was determined that the incorporation of group goals and individual accountability were critical to increasing student achievement. Much of the research utilized pre- and post-tests of academic material as well as attitudinal scales measuring the experience of the learner.

van Boxtel et al. (2002) recommended the use of concept maps to reinforce understanding of curriculum. The term concept map is linked to the work of Novak (1998). According to Chang, Sung, and Chen (2002), concept maps rank among the spatial learning strategies of graphic organizers and knowledge maps. Novak and Musonda (1991) discovered that cognitive developmental changes could be attributed to the use of concept maps in science courses. Rose and Nicholl (1997) recommended concept maps as useful in practicing accelerated learning.

Research on the use of concept maps included application in specific disciplines. As previously noted, practitioners of science education had taken special interest in concept mapping. Nicoll, Francisco, and Nakhleh (2001) described the use of concept maps in chemistry courses. In their study, the complexity of student concept mappings was considered a positive indicator of the ability to solve complicated science problems.

The International Alliance for Learning (2003) identified music as being one of 10 key components of accelerated learning. The use of music to enhance the learning process is closely associated with Rauscher and Shaw at the Center for Neurobiology of Learning and Memory at the University of California, Irvine (Rauscher, Shaw et al., 1993). The research methodology included having college students listen to a recording of a Mozart sonata for 10 minutes. Later, a written, abstract reasoning test was administered. The results of the test indicated that listening to the music improved performance on a spatial reasoning task. This later became known as the "Mozart effect." Researchers were eager to test this theory. Steele, Brown, and Stoecker (1999), in a study to test the findings with regard to Mozart's music, were unable to replicate the results.

Bodner, Muftuler, Nalcioglu, and Shaw (2001) conducted another study comparing the effect of Mozart's music with other musical pieces. This study employed magnetic resonance imaging to obtain images of brain region activation. "The preferential activation by the Mozart Sonata of the DPC, occipital cortex, and the cerebellum all suggest the activation of an underlying neural network spanning multiple cortical areas and overlapping with networks crucial in spatial-temporal reasoning" (p. 687).

Erland (1999) undertook an experiment to determine the results of applying a combination of accelerated learning techniques to subjects in grades four through eight. Two Midwestern parochial schools were used as sites for this research. Interactive video and audio technology were used to deliver cognitive skills and memory training. Accelerated learning techniques were used in the production of the media. "Students were trained to strengthen their visual, auditory, tactile, and kinesthetic modalities and learn successfully through several primary styles rather than being limited to only a few modalities or styles" (p. 3).

A total of 269 students received exposure to the accelerated methodology for 10 weeks. An additional 71 students served as a control group. A pre- and post-test process using a nationally recognized test of basic skills was the primary method for measuring the results of the exposure to accelerated learning techniques. The experiment resulted in 58 statistically significant improvements in 13 subjects of the standardized test of basic skills. "This study shows that with cognitive skills malleable and correctable, with all learning pathways treated to become operational, individuals do not have to settle for the limitations of nature and nurture" (Erland, 1999, p. 4).

Peterson (1977) staged a comparison of two groups of Navy ROTC college students. The two groups received identical instruction for the first three weeks of the course. An examination administered prior to application of accelerated instructional methodology resulted in the two groups earning almost identical scores.

A control group of students met the traditional amount of time. They were taught using traditional methods of lecture. The Lozanov (1978) method of suggestive learning was used as the basis for designing an accelerated learning experience for the other, experimental group of students.

Beginning in week four, the experimental group met half of the normal class time and received instruction using accelerated methodologies. This included stretching exercises to begin the class period followed by strategies to relax the students and prepare them for learning. Acronyms and word associations were among the techniques used during the presentation of the course material. At the end of the experiment, final exam scores for the two groups were almost identical. The researcher concluded that the experimental group had learned the same amount of information in half of the time. This was regarded as a strong argument for the use of accelerated learning strategies.

In a similar study, Walters (1977) conducted an experiment in teaching 44, ninth grade vocational agriculture students. A series of three pre-tests were used to measure levels of agribusiness achievement, attitudes toward learning, and student control of learning and destiny. The tests were administered to all 44 students. A control group was taught using traditional methods of lecture. A traditional amount of time was spent in class.

An experimental group met less than half of the traditional time. Each class meeting started with a series of physical stretching exercises. Active class participation was then followed by a summary of the day's lesson presented while soft music played in the background.

Post-tests in agribusiness achievement indicated that no significant difference could be found in the scores of the experimental versus control students. In that the experimental student met less than half of the traditional seat time, the argument could be made for the effectiveness of the accelerated instructional methodology.

Significant differences at the p <.05 level or better were found between the two groups in the measures of attitudes toward learning and student control of learning and destiny. Students taught using accelerated methods exemplified greater improvement in changing locus of control factors and improving agronomic interest attitudes. It was recommended that additional studies be conducted using a larger sample and a more random selection of students.

Holding instructional methodology constant while reducing the time spent by students in the classroom runs contrary to the requirements for the application of accelerated techniques in Wisconsin (Cullen, 1999). The technical colleges in Wisconsin require that a number of additional elements be present in accelerated versus non-accelerated courses.

Despite the requirements in Wisconsin, educational institutions across the United States have pursued a strategy of time-compressed or intensive course delivery. Scott and Conrad (1992) reviewed over 100 studies dealing with the development and use of time-compressed courses. It was concluded that intensive courses result in equivalent and sometimes superior learning outcomes as compared to traditional length coursework. Social sciences and humanities courses were found to even benefit from intensive versus traditional course formats. Although indicating that additional stress and fatigue result from intensive courses, students were generally supportive of the concept. The most significant obstacle appeared to be faculty attitudes toward time-compressed courses.

Wlodkowski and Westover (1999) reviewed studies to determine the difference that time makes to the learning process. Referring to time-compressed courses as accelerated, it was concluded that the competencies learned by and attitudes of the accelerated students were similar and sometimes better than students in programs of more traditional lengths. It is important to note that the definition of accelerated learning used in this literature focused only on time and not on using brain-based instructional methodology.

Given that few previous studies appeared to include all of the circumstances surrounding the use of accelerated learning as it is applied in the Wisconsin System, the literature review serves to reinforce the need to pursue this investigation.

Methodology

This study employed a descriptive research design with a survey instrument used to collect data. In the absence of an existing instrument, the objective of determining the perceptions of students, faculty, and instructional supervisors toward the application of accelerated learning strategies was answered by developing and administering a custom survey instrument. Descriptive statistics were computed for all of the rated items. Analysis of variance (ANOVA) was used to compare the mean scores of the various categories of respondents. The p -value for statistical significance was set at .05 for all responses to the survey instruments and for all statistical analyses.

Population and Sample

In accordance with the objectives of the investigation, the population for the survey was identified as students, faculty members, and administrators associated with Wisconsin Associate of Applied Science (AAS) degree programs identified as being "accelerated." According to Cullen (1999), being described as "accelerated" required compliance with the WTCS Board process for notification and delivery of accelerated programming. The accelerated designation implied that course meeting hours were being reduced in exchange for incorporating the tools of the accelerated instructional methodology into the course. Admissions representatives at each of the 16 Wisconsin technical colleges were contacted to determine if they advertised programs as being delivered utilizing accelerated instructional methodology. It was determined that 13 of the 16 colleges offered an accelerated AAS degree in Supervisory Management. Of the 13, five colleges agreed to provide the names and mailing addresses of students graduating in 2001 and 2002. These five colleges were representative of the major geographic areas of Wisconsin.

Table 1 shows the percent of surveys returned for each of the respondent types after three mailings. The table shows that the response rate was higher for administrators and faculty than it was for students.

Table 1
Summary of Samples and Return Rates by Classification

Classification	Sample N	Returned N	Sample %
Administrators	29	21	72
Faculty	97	61	63
Accelerated Students	264	88	33
Non-accelerated Students	264	88	33
TOTALS	654	247	38

Questionnaire Development

The critical dimensions of accelerated learning discovered in the review of literature served as the basis for development of a questionnaire. To fulfill the research objectives, the instrument needed to measure the frequency of experience as well as the perceived importance of each dimension of accelerated learning. Three versions of the instrument were created. One version each for administrators, faculty, and students catered to the classifications of the research subjects. The objective was to measure the perceptions of students, faculty, and administration toward the use of accelerated learning strategies.

The survey was divided into three separate sections. Section one was subdivided into seven critical dimensions of accelerated learning. Section two included staff development questions for administrators and faculty. For students, section two presented a set of questions referring to their overall learning experience. Finally, section three requested demographic data from all three sample populations. Table 2 shows the titles around which each question in the three sections was developed.

The number of questions in the survey was directly related to the issue being studied and the research objectives guiding the overall investigation. The length of the questionnaire was justified by the number of themes identified in the literature.

A pilot study was conducted by distributing one of the three survey versions to six members of each of the following populations: students, faculty members, and administrators. Their responses to the surveys were used to determine the clarity of the instructions, coverage of critical factors, and utility of survey results. Feedback from the pilot group led to changes in the phrasing of instructions and alteration of selected questions. No additional questions were suggested and no existing questions were completely struck from the survey.

Table 2
Structure of the Survey

Survey Section	Section Title	Number of Items
1a	Instructional Operations	8
1b	Curriculum	6
1c	Classroom Climate	4
1d	Instructor	7
1e	Instruction	12
1f	Learning and Transfer	4
1g	Rigor	5
2 (Versions 1-2)	Staff Development	5
2 (Versions 3)	Overall Experience	4
3 (Versions 1-2)	Demographic Data	5
3 (Versions 3)	Demographic Data	3

Note . Version one = administrators, version two = faculty, version three = students.

Research Results

Table 3 indicates the age data reported by the accelerated and non-accelerated students responding to the survey. As evidenced by the data in Table 3, the respondents represented a diversity of ages with the accelerated students trending toward a more mature demographic than their non-accelerated counterparts. The data in Table 4 describes administrators and faculty according to the number of years they reported being in their current positions. Faculty reported more seniority in their positions than the administrators supervising their accelerated instruction.

Research Objective One

Research objective number one focused on the perceptions of students, faculty, and instructional supervisors with respect to the critical dimensions of

Table 3
Student Response Data by Age

Age Categories (Years)	Accelerated N =88	%	Non-accelerated N =77	%
<20	0	0.0	3	3.9
20 - 29	17	19.3	44	57.1
30 - 39	13	14.8	13	16.9
40 - 49	46	52.3	12	15.6
>49	12	13.6	5	6.5
TOTALS	88	100.0	77	100.0

Table 4
Administrator and Faculty Respondents by Years in Current Position

Classification	N	Mean Years in Current Position
Administrators	21	8.4
Faculty	61	10.5

accelerated instructional methodologies utilized in the WTCS. The survey instrument presented critical dimensions of accelerated learning and asked respondents to indicate their perceived importance and frequency of experience with each dimension. The same survey questions were presented to each of three subject groups; accelerated students, non-accelerated students, and faculty. Administrators, due to their distance from the classroom, were excluded from rating their frequency of experience with accelerated learning strategies.

Students participating in accelerated instructional programming indicated that classes being scheduled at convenient times was very important. Students, faculty, and instructional supervisors agreed that these classes needed to include coursework based on skills needed in the workplace. A strong message was sent that relevant work experience on the part of the instructor was also important. Table 5 identifies perceptions of accelerated students relative to the role of the instructor.

Many of the instructional tools employed in the accelerated classroom were very important to student learning. Accelerated students reported frequently being taught in ways that were consistent with their learning styles and students credited the instructors' teaching methods with making the course material interesting.

Faculty noted the high importance of students being familiar with one another. Instructional supervisors concurred by indicating the high importance of students participating in a special orientation prior to beginning an accelerated educational program. Administrators, responding only to the levels of importance, placed high importance on all facets of the instructor's role within the classroom. The consensus between those facilitating, supervising, and participating in accelerated learning was apparent.

Table 5
Perceptions of Accelerated Students — Role of the Instructor

			Survey Category
Statements			Accelerated Students Frequency of Experience				Accelerated Students Perceived Importance
			Ratings	ƒ	%		Ratings	ƒ	%
Instructors had work experience relevant to their teaching			1	-	-		1	-	-
			2	1	1.1		2	-	-
			3	6	6.8		3	3	3.4
			4	42	47.7		4	28	31.8
			5	39	44.3		5	57	64.8
Instructors used a variety of teaching methods.			1	-	-		1	-	-
			2	1	1.1		2	1	1.1
			3	14	15.9		3	7	8.0
			4	44	50.0		4	34	38.6
			5	29	33.0		5	46	52.3
Instructors showed care and concern for students.			1	-	-		1	-	-
			2	1	1.1		2	-	1-
			3	5	5.7		3	4	4.5
			4	47	53.4		4	25	28.4
			5	35	39.8		5	59	67.0
Instructors used novel approaches to teaching (ex. use of music, mind maps, manipulatives).			1	1	1.1		1	1	1.1
			2	1	1.1		2	1	1.1
			3	18	20.5		3	11	12.5
			4	25	28.4		4	32	36.4
			5	43	48.9		5	43	48.9
Instructors arranged for field- based experiences as part of the coursework.			1	10	11.4		1	2	2.3
			2	19	21.6		2	1	1.1
			3	24	27.3		3	22	25.0
			4	19	21.6		4	37	42.0
			5	16	18.2		5	26	29.5
Instructors had challenging out-of-class work experience			1	-	-		1	-	--
			2	5	5.7		2	2	2.3
			3	21	23.9		3	25	28.4
			4	36	40.9		4	34	38.6
			5	26	29.5		5	27	30.7
Instructors encouraged students to learn from each other through group projects and presentations.			1	-	-		1	1	1.1
			2	1	1.1		2	1	1.1
			3	8	9.1		3	7	8.0
			4	30	34.1		4	31	35.2
			5	49	55.7		5	48	54.5

Note . Rating Scale for Experience: 1=Very Rarely or Never, 2=Rarely, 3=Occasionally, 4=Frequently, 5=Very Frequently. Rating Scale for Importance: 1=Unimportant, 2=Of little importance, 3=Moderately important, 4=Important, 5=Very important.

Research Objective Two

Research objective number two centered on the differences in perception between accelerated and non-accelerated students with respect to the critical dimensions of accelerated learning. The survey instrument presented critical dimensions of accelerated learning and asked both accelerated and non-accelerated graduates of Associate of Applied Science degree programs to indicate their frequency of experience and level of importance relating to each dimension. Analysis of variance (ANOVA) was used to compare mean scores.

Students participating in accelerated courses assigned a different degree of importance to the critical dimensions of accelerated learning as compared to non-accelerated students. Convenient class scheduling and time-compressed class meetings were more important to accelerated students while using the Internet to enhance course content was more important to non-accelerated respondents. Table 6 compares responses in the category of instructional operations. Three items showed a significant difference at the .05 level. The areas of difference included convenient class scheduling, abbreviated meeting times, and use of the Internet. Accelerated students assigned significantly more importance than their non-accelerated counterparts to classes meeting fewer class hours than traditionally required. The difference was significant at the p <.001 level.

Emphasizing brain-based learning, multiple intelligences, and learning styles was significantly more important to accelerated students. Aspects of acceleration including course integration, active class participation, and the instructor's use of novel approaches to learning were also identified as being more important to accelerated students. Table 7 exemplifies the findings by presenting survey responses in the category of curriculum. Table 7 indicates significance at the .05 level in four out of six items.

Clearly, those students participating in accelerated learning programs encountered a learning experience different from that experienced by non-accelerated students participating in more traditional coursework. The difference was evident in their "frequency of experience" responses. According to the students, faculty teaching accelerated students more frequently used novel approaches and encouraged cooperative learning through group projects and presentations. Most importantly, the overall experience reported by both classifications of student did not differ significantly. Despite meeting fewer course hours, accelerated students reported comparable learning experiences to students in traditional programs. Table 8 compares the perceptions of accelerated and non-accelerated students in the category of overall experience.

Table 6
Accelerated and Non-accelerated Students Level of Importance — Instructional Operations

Instructional Operations	Survey Category
	Accelerated Students			Non-accelerated Students			All Students		F	P
	N	M	SD	N	M	SD	M	SD
Classes met or were conducted in off-campus locations.	88	2.61	1.45	75	2.29	1.30	2.47	1.39	2.17	.143
Classes were scheduled at times convenient to students.	88	4.83	.435	77	.4.56	.85	4.70	.67	6.89	.010
Classes were accelerated, meeting fewer hours than normally required (met less than 16 hours per credit).	87	4.13	1.17	74	3.22	1.15	3.71	1.24	24.60	<.001
Class participants met informally outside of class.	88	2.93	1.11	77	2.97	1.22	2.95	1.16	0.05	.817
I participated in an orientation prior to beginning my educational program.	88	3.51	1.37	74	3.27	1.38	3.40	1.38	1.24	2.68
My class sizes were small enough to allow for individual attention.	88	4.43	.76	77	4.58	.61	4.50	.70	1.99	.160
The Internet was used to enhance course content.	88	3.44	1.07	77	3.79	1.00	3.61	1.05	4.62	.033
The Internet was used to enhance communication between course participants.	88	3.33	1.20	77	3.44	1.18	3.38	1.19	0.36	.547

Note . Rating Scale for Satisfaction: 1=Very Dissatisfied, 2=Dissatisfied, 3=Somewhat Satisfied, 4=Satisfied, 5=Very Satisfied.




Table 7
Accelerated and Non-accelerated Students Level of Importance — Curriculum

Curriculum	Survey Category
	Accelerated Students			Non-accelerated Students			Total		F	P
	N	M	SD	N	M	SD	M	SD
Coursework was based on actual skills needed in the workplace.	88	4.65	.66	75	4.81	.51	4.72	.60	3.11	.080
Courses were required to be taken in a logical (specific) order.	88	4.17	1.02	77	4.25	.96	4.21	.99	0.24	.623
Courses were integrated and had common assignments normally required (met less than 16 hours per credit).	88	4.06	.94	77	3.44	1.03	3.77	1.03	16.07	<.001
Curriculum included a specific emphasis on how the brain learns.	88	3.86	1.00	77	3.03	1.16	3.47	1.15	24.94	<.001
Curriculum included a specific emphasis on multiple intelligences.	88	3.73	1.11	75	3.24	1.09	3.50	1.12	7.93	.005
Curriculum included a specific emphasis on identifying students' learning styles	88	4.10	.96	77	3.48	1.06	3.81	1.05	15.65	<.001

Note . Rating Scale: 1=Unimportant, 2=Of little importance, 3=Moderately important, 4=Important, 5=Very important.





Table 8
Compared Perceptions of Accelerated and Non-accelerated Students — Overall Experience

Rigor	Survey Category
	Accelerated Students			Non-accelerated Students			Total		F	P
	N	M	SD	N	M	SD	M	SD
How do you feel about the training you received from you Wisconsin Technical College?	88	4.25	.95	77	4.26	.85	4.25	.90	.005	.945
How do you feel about your classes as compared to courses from other providers (high school, other colleges) in terms of the amount of information learned?	88	4.14	1.030	77	4.29	.93	4.21	.99	.945	.333
How do you feel about the quality of your educational experience at your Wisconsin Technical College?	88	4.25	.95	77	4.18	.98	4.22	.96	.205	.651
How do you feel about the length (# of semesters required to complete) of your training program at your Wisconsin Technical college?	88	4.25	1.03	77	4.22	.87	4.24	.96	.038	.845

Note . Rating Scale for Satisfaction: 1=Very Dissatisfied, 2=Dissatisfied, 3=Somewhat Satisfied, 4=Satisfied, 5=Very Satisfied.

Research Objective Three

Research objective number three dealt with the differences in perception between faculty and instructional supervisors with respect to critical dimensions of accelerated academic programming. The survey instrument presented critical dimensions of accelerated learning and asked both faculty and administrators to indicate their perceived "importance" of each dimension.

Faculty frequently rated dimensions of accelerated learning with more importance than did instructional supervisors. Examples included the importance of students meeting outside of class and keeping class sizes small enough to allow for individual attention. Requiring students to take courses in a logical order and placing special emphasis on how the brain learns and multiple intelligences were also more important to faculty. Table 9 presents a comparison of faculty and administrator responses in the category of instructional operations.

Research Objective Four

Research objective number four focused on the differences between student perceptions and those of faculty and supervisors with respect to the critical dimensions of accelerated learning. The data were analyzed by combining the responses of faculty and administrators into one respondent type. Means and standard deviations for the combined faculty and administrator group were compared to responses from the accelerated students. Analysis of variance (ANOVA) was used to compare the mean scores of the two resulting groups.

Students assigned significantly more importance to convenient class scheduling and time-compressed class periods than did the faculty/administrator group. Accelerated students assigned fundamentally equal importance as faculty and administrators to all aspects of classroom climate. Showing care for students, using a variety of teaching methods, and providing challenging out-of-class work expectations was significantly less important to accelerated students than it was to their teachers and administrators. In most cases, the importance placed upon the critical dimensions of accelerated learning was higher for faculty and administrators than for students. This knowledge is important in terms of educational practice. Of special note is the category of instruction. Table 10 identifies aspects of accelerated instruction that were significantly more important to teachers and administrators than accelerated students. One important exception is the use of role-play activities.

Table 9
Faculty Compared with Administrators — Instructional Operations

Instructional Operations	Survey Category
	Faculty			Administrators			Table		F	P
	N	M	SD	N	M	SD	M	SD
Classes met or were?	88	4.25	.95	77	4.26	.85	4.25	.90	.005	.945
Classes met or were conducted in off-campus locations	60	3.62	1.21	21	3.43	1.21	3.57	1.20	0.38	.541
Classes were scheduled at times convenient to students	60	4.65	.73	.21	4.67	.58	4.65	.69	0.01	.925
Classes were accelerated, meeting fewer hours than normally required (met less than 16 hours per credit).	60	3.83	1.11	21	3.57	.87	3.77	1.05	0.96	.329
Class participants met informally outside of class	59	3.90	.99	21	3.14	1.01	3.70	1.05	8.84	.004
I participated in an orientation prior to beginning my educational program.	59	4.47	.90	20	4.60	.68	4.51	.85	0.33	.570
My class sizes were small enough to allow for individual attention	58	4.62	.52	21	3.90	.94	4.43	.73	18.18	.000
The Internet was used to enhance course content.	59	3.75	.98	21	3.71	.85	3.74	.94	0.02	.896
The Internet was used to enhance communications between course participants	60	3.70	.96	21	3.67	.91	3.69	.94	0.02	.890

Note . Rating Scale for Satisfaction: 1=Unimportant, 2=Of little importance, 3=Moderately important, 4=Important, 5=Very important.




Table 10
Accelerated Students Compared with Faculty/Administrators — Instruction

Instruction	Survey Category
	Accelerated Students			Faculty / Administrators			Total		F	P
	N	M	SD	N	M	SD	M	SD
Peripherals (posters, signs, etc.) were used in and around the classroom.	88	3.84	1.06	81	4.10	.93	3.96	1.01	2.80	.096
Mind mapping (concept maps) was us used as a method of organizing information	88	3.85	.89	81	3.83	.99	3.84	.93	0.03	.862
Role-play activities were used to deliver and practice course content.	88	4.14	.76	81	3.80	1.03	3.98	.91	5.81	.017
Physical exercise was used to deliver and practice course content.	88	3.08	1.16	81	3.44	1.11	3.25	1.14	4.37	.038
A course theme was used to activate course materials.	88	3.47	.99	80	3.54	1.19	3.50	1.09	0.18	.672
Relaxation techniques were used to relieve tension and focus students on learning.	88	3.57	1.19	80	3.46	1.09	3.52	1.14	0.36	.551
Visualization/imagery was used as a tool to help students imagine a concept or idea	88	3.75	1.01	81	3.90	.97	3.82	.99	.98	.323
Concert readings were used to convey course topics and ideas.	88	3.10	1.06	79	3.28	1.07	3.19	1.07	1.13	.288
Reflection/journaling was used to review course concepts.	88	3.34	1.09	80	3.84	.92	3.58	1.04	10.05	.002
Music was used in the classroom to reinforce information.	88	3.03	1.27	81	3.56	1.23	3.28	1.27	7.34	.007
Music was used to set the mood of the classroom (ie., energetic, relaxation etc.).	88	3.09	1.33	81	3.72	1.29	3.39	.1.34	9.63	.002
Pre-work was assigned prior to the first meeting of classes.	88	3.80	1.19	81	3.63	1.27	3.72	1.23	0.77	.381

Note . Rating Scale: 1=Unimportant, 2=Of little importance, 3=Moderately important, 4=Important, 5=Very important.

Research Objective Five

Research objective five concerned the perceptions of faculty and instructional supervisors in regard to the professional development necessary for the implementation of accelerated learning strategies. Although there was rarely a difference of significance, instructional supervisors indicated stronger agreement than faculty with regard to aspects of the professional development necessary for accelerated learning. The need for ongoing staff development was the only area of significant difference between the two subject groups. Faculty expressed stronger agreement than instructional supervisors. Instructional supervisors expressed slightly more faith in professional development's ability to change classroom practice as a result of participation. Table 11 shows the results.

Conclusions

The conclusions drawn in this study fall under the headings of classroom practice, administration of accelerated programs, professional development, and system-level issues.

Table 11
Comparing Perceptions of Faculty and Administrators Regarding Staff Development

Staff Development	Survey Category
	Faculty			Administrators			Total		F	P
	N	M	SD	N	M	SD	M	SD
Special staff development is readily available for instructors teaching accelerated courses.	78	3.42	1.16	21	3.90	1.30	3.55	1.21	2.49	.119
The staff development offered for accelerated instruction is relevant to instructor needs.	78	3.72	1.03	21	4.00	1.18	3.79	1.07	1.05	.309
Instructors teaching accelerated courses need ongoing staff development opportunities.	78	4.54	.76	21	4.00	1.00	4.40	.858	6.62	.012
The staff development offered for accelerated learning is of a high quality.	76	3.93	.94	19	4.16	1.01	3.99	.959	.80	.373
Participants in special staff development for accelerated learning change their classroom practice as a result of the experience.	77	4.09	.79	21	4.14	1.01	4.10	.85	.06	.808

Note . Rating Scale: 1=Strongly disagree, 2=Disagree, 3=Somewhat agree, 4=Agree, 5=Strongly agree.

Classroom Practice

From this investigation it can be concluded that students in the WTCS participating in courses and programs designated as "accelerated" are being facilitated using strategies significantly different from those used with non-accelerated students. Learning is being facilitated through the use of brain-based instructional techniques that are not being used as frequently in the traditional classrooms.

Unlike many of the accelerated learning studies profiled in the literature review, accelerated learning in Wisconsin involves the use of different instructional methods which are often combined with time compressed class meetings. Many studies of accelerated learning have been conducted by comparing traditional length courses with time-compressed courses. Factors other than time spent in the classroom have been largely held constant.

It can be concluded from this study that the overall learning experience is not significantly different for traditional students as compared to accelerated students. This is especially important considering that accelerated students attended as much as 50% fewer class hours than the non-accelerated students. Despite the difference in hours of class attended, the ratings of the overall educational experience were equivalent. This finding provides a substantial defense for the use of the time-compressed but brain-based accelerated instructional methodology.

No matter their gender, accelerated students were in agreement as to the importance of the tools used in the accelerated classroom. It can be concluded from this study that the WTCS uses instructional tools that are important to students' learning experiences. As long as two years after graduation, students still reported the instructional tools employed in their accelerated programs as being important.

Administration of Accelerated Programs

A conclusion which can be drawn from the findings in this study is that students have different perceptions of the importance of many of the critical dimensions of accelerated learning as compared to the perceptions of employees of the WTCS colleges operating accelerated degree programs. These differences are not strictly one-sided. In some cases students assigned more importance than college employees to dimensions such as in the case of when classes are scheduled.

Professional Development

It can be concluded from this investigation that faculty and instructional supervisors agree on the level of professional development necessary for the implementation of accelerated learning strategies. Faculty members do however indicate a greater need for ongoing staff development as compared to the responses of instructional supervisors.

System-level Issues

From this investigation it can be concluded that the WTCS is utilizing brain-based, accelerated instructional techniques in the delivery of its accelerated Associate of Applied Science degree programs. Students participating in courses and programs designated as "accelerated" reported experiencing tools and techniques very different from their non-accelerated, more traditional counterparts.

Recommendations

The findings and conclusions of this investigation are bases on which to make recommendations for future policy, practice, and further research. The following paragraphs outline recommendations regarding the operation, improvement and expansion of accelerated academic programming.

Policy

The findings in this investigation indicated that accelerated students experienced an instructional methodology different from that offered to traditional students. Considering the importance of the techniques, as indicated by all of the stakeholders, it is recommended that the WTCS continue to enforce the guidelines for accelerated programming within associate degree programs (Cullen, 1999).

The results of this study indicated that students perceived no significant difference between the overall experience in traditional versus accelerated courses. In that accelerated students spent as much as 50% less time in the classroom, the investigation provides data to support the expansion of accelerated teaching methodologies to other occupational areas. Students can experience a comparable overall learning experience in less time when accelerative techniques are employed.

It is recommended that the WTCS adopt a policy and procedure for evaluating programs to determine their suitability for becoming accelerated. Adding greater specificity to the guidelines for accelerated programming within associate degree programs (Cullen, 1999) would also enhance the effectiveness of the methodology.

Practice

The findings of the study indicated that accelerated students assigned a high degree of importance to critical dimensions of the accelerated methodology. In contrast, traditional students reported significantly less exposure to these methodologies. It is recommended that staff development be initiated to assist faculty teaching traditional courses in incorporating these instructional tools deemed as important. With no alteration of course duration, accelerated instructional methodologies could be incorporated to expose traditional students to these "important" learning tools.

Faculty facilitating accelerated courses reported ongoing staff development as being very important to the continued quality of the instruction. It is recommended that colleges not already offering ongoing support of the accelerated methodology initiate a program of continuing education for its practitioners.

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Author Notes

This research was part of a doctoral dissertation titled "An Investigation of Student, Faculty, and Administration Perceptions of the Application of Accelerated Learning Strategies in the Wisconsin Technical College System" completed as part of the Leadership Academy at the University of Minnesota. The author gratefully acknowledges the service of Theodore Lewis, Professor in the Department of Work, Community, and Family Education at the University of Minnesota, who served as advisor for this research project.

Alex D. Birkholz is Program Director for Marketing Occupations at Wisconsin Indianhead Technical College, Business & Marketing Department, 1019 South Knowles Avenue, New Richmond, WI 54017. Email: birkholz@witc.edu .