Accelerated learning environments and retention
The university for which I teach offers all of its programs online in a highly-accelerated format--we complete 3 and 4-credit courses in 5-1/2 rather than 12-15 weeks. While retention is improving (thanks to instructors and student advisors), the dropout rate and number of 'ghosts' are still too high. I'd love to learn about others' experiences with accelerated learning and retention, whether online or in the classroom.
We will be starting accelerated courses this summer, so I am interested in this topic as well. I have taught online courses in a 12-week format since 2003, and we have had good results with retention by focusing on relationship building and staying connected to our students with as much interaction as possible. We are hoping the accelerated versions of our courses will also work well for our students.
I am an extern instructor in a program that has a fast-paced learning environment. Life issues can often get in the way of many of our students who are very young and often immature. Like many other things in life, relationships are what can make the biggest difference. I always try to be encouraging and try to create an environment where the students feel they can talk to me about problems. We have a wonderful Learner Services Department (Student Services) that I can refer them to if necessary. However, I liked the information about getting to the "heart of the problem" and asking another question about an answer the students gives you about their main issue. Obviously we all have a responsibility to intervene for the benefit of the students' best interest.
