Abstract
Universities and colleges in the United States are actively searching for new ways to increase student enrollment as one means to offset recent government budget cuts in educational funding. One proposal at a particular institution involves transitioning a commuter university from a traditional semester length calendar to one that offers predominately online and compressed courses. University students responded to a survey, based on a number of variables, regarding their impressions of taking considerably more online and compressed courses in lieu of traditionally taught courses. While the students wanted to keep the traditional semester calendar, findings showed that some of the benefits of online and compressed teaching schedules were appealing.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Notes
To request a copy of the survey, contact Kevin.Krug@LSUS.edu.
References
Allen, I. E., & Seamon, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/chaningcourse.pdf
Anderson, J., & Askov, E. N. (2001). Twin approaches to research: The Penn state and the flinders experience. International Education Journal, 2, 154–160.
Atchley, W., Wingenbach, G., & Akers, C. (2013). Comparison of course completion and student performance through online and traditional courses. International Review of Research in Open and Distance learning, 14, 1-13. Retrieved from http://www.editlib.org/p/148194/
Brady, L. (2001). Fault lines in the terrain of distance education. Computers and Composition, 18, 347–358.
Daniel, E. L. (2000). A review of time-shortened courses across disciplines. College Student Journal, 34, 298–308.
Davies, W. M. (2006). Intensive teaching formats: A review. Issues in Educational Research, 16, 1–21.
Dobbs, R., Ward, C., & del Carmen, A. (2009). Students’ perceptions of online courses: The effect of online course experience. The Quarterly Review of Distance Education, 10, 9–26.
Feldhaus, C. R., & Fox, P. L. (2004). Effectiveness of an ethics course delivered in traditional and non-traditional formats. Science and Engineering Ethics, 10, 389–400.
Kretovics, M. A., Crowe, A. R., & Hyun, E. (2005). A study of faculty perceptions of summer compressed course teaching. Innovative Higher Education, 30, 37–51.
Larson, D., & Sung, C. (2009). Comparing student performance: Online versus blended versus face-to-face. Journal of Asynchronous Learning Networks, 13, 31–42.
Li, C., & Irby, B. (2008). An overview of online education: Attractiveness, benefits, challenges, concerns, and recommendations. College Student Journal, 42, 449–458.
McKee, R. W., Green, E. R., & Hamarman, A. M. (2012). Foundational best practices for online sexuality education. American Journal of Sexuality Education, 7, 378–403.
Pigliapoco, E., & Bogliolo, A. (2008). The effects of psychological sense of community in online and face-to-face academic courses. International Journal of Emerging Technologies in Learning, 3, 60–69.
Sapp, D. A., & Simon, J. (2005). Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. Computers and Composition, 22, 471–489.
Scott, P. A., & Conrad, C. F. (1992). A critique of intensive courses and an agenda for research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 8, pp. 411–459). New York, NY: Agathon Press.
Smith, G. G., Heindel, A. J., & Torres-Ayala, A. T. (2008). E-learning commodity or community: Disciplinary differences between online courses. Internet and Higher Education, 11, 152–159.
Upton, D. (2006). Online learning in speech and language therapy: Student performance and attitudes. Education for Health, 19, 22–31.
Vreven, D., & McFadden, S. (2007). An empirical assessment of cooperative groups in large, time-compressed, introductory courses. Innovative Higher Education, 32, 85–92.
Wang, Q., & Woo, H. L. (2007). Comparing asynchronous online discussions and face-to-face discussions in a classroom setting. British Journal of Educational Technology, 38, 272–386.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Krug, K.S., Dickson, K.W., Lessiter, J.A. et al. Student Preference Rates for Predominately Online, Compressed, or Traditionally Taught University Courses. Innov High Educ 41, 255–267 (2016). https://doi.org/10.1007/s10755-015-9349-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10755-015-9349-0