Learning and Retention of Accelerated and Traditional Delivery

This Project was a study comparing the learning and
retention of two different course delivery systems;
a nine day accelerated format and a thirteen week
traditional format. The course was given at an
American Bar Association accreditated law school in
Chicago, Illinois. Students consisted of second year
and third year law students at the school and the
course was a requirment for graduation from the
program. Two cohorts of groups, an August and
January cohort for the accelerated group and Fall
and Spring Semester cohort for the traditional group
in the 2005-6 academic year, were compared using a
peer reviewed, Likert based survey instrument given
within one week of course completion and again four
months after course completion. The results of the
survey were compared using T-tests. The resulting T-
test revealed no statistically significant learning
or retention differences between the two groups.

Autorentext

Dr. Baun is the President and principal researcher with Professionals Educational Organization and he concentrates his research on different teaching and delivery styles. The thrust of this research is to individualize and maximize learning from the learner's and educator's points of view.

Klappentext

This Project was a study comparing the learning and retention of two different course delivery systems; a nine day accelerated format and a thirteen week traditional format. The course was given at an American Bar Association accreditated law school in Chicago, Illinois. Students consisted of second year and third year law students at the school and the course was a requirment for graduation from the program. Two cohorts of groups, an August and January cohort for the accelerated group and Fall and Spring Semester cohort for the traditional group in the 2005-6 academic year, were compared using a peer reviewed, Likert based survey instrument given within one week of course completion and again four months after course completion. The results of the survey were compared using T-tests. The resulting T-test revealed no statistically significant learning or retention differences between the two groups.