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The Effect of Time Compressed Courses on Student Success at Florence…
The Effect of Time Compressed Courses on Student Success at Florence-Darlington Technical College
Is there a difference in the pass rate of compressed vs. non-compressed ENG 101 courses?
Impact on developmental students
Importance of
this course (gateway course)
What percentage of FDTC courses require completion of this course, in order to proceed?
Difference in online vs. F2F?
Student workload in compressed vs. non-compressed
Student preferences - compressed vs. non-compressed format
Is there a difference in the pass rate of compressed vs. non-compressed MAT
101 courses?
Importance of
this course (gateway course)
What percentage of FDTC courses require completion of this course, in order to proceed?
Impact on developmental students
Difference in online vs. F2F?
Student workload in compressed vs. non-compressed
Student preferences - compressed vs. non-compressed format
Other models
The DANA project
Is there a difference in the pass rate of compressed vs. non-compressed ENG 102
courses?
Importance of
this course (gateway course)
What percentage of FDTC courses require completion of this course, in order to proceed?
Impact on developmental students
Student workload in compressed vs. non-compressed
Difference in online vs. F2F?
Student preferences - compressed vs. non-compressed format
Is there a difference in the pass rate of compressed vs. non-compressed MAT 102 courses?
Importance of
this course (gateway course)
What percentage of FDTC courses require completion of this course, in order to proceed?
Impact on developmental students
Student workload in compressed vs. non-compressed
Difference in online vs. F2F?
Student preferences - compressed vs. non-compressed format
Other models
The DANA project
Is there a difference in the pass rate of compressed vs. non-compressed ACC 111 courses?
Limitation of study - little data on technical education courses
Other colleges' models for compressed accounting courses
Trident Technical College
Kilgore College
Why is this course offered in compressed format, when so other few FDTC technical education courses are?
Institutional considerations for implementation of time compressed courses
All courses, or just some
If only partial courses, how to select which ones?
Faculty dissent or support
Theories to help justify
Short term memory capacity
Components of information processing - attention, perception, short term vs. long term memory
Cognitive load theory
Strategies
Professional development for faculty
Modifications to student services
Transitional support for students
FACULTY SUPPORT / BELIEFS FOR COMPRESSED COURSES (QUALITATIVE)
WHAT TEACHING STRATEGIES DO YOU USE IN COMPRESSED INSTRUCTION?
IS THE RIGOR OF COMPRESSED COURSES EQUAL TO FULL SEMESTER COURSES?
WOULD FACULTY WHO TEACH COMPRESSED COURSES BENEFIT FROM PROFESSIONAL DEVELOPMENT ON THE TOPIC?
DO YOU EXPERIENCE MORE, LESS, OR THE SAME AMOUNT OF FATIGUE IN TEACHING COMPRESSED COURSES VS. FULL SEMESTER COURSES?
HOW FAMILIAR ARE YOU WITH RESEARCH ON COMPRESSED COURSES AS A CONTRIBUTOR TO STUDENT SUCCESS?
WOULD YOU SUPPORT A FULL MIGRATION TO COMPRESSED SCHEDULING AT FDTC?
IS STUDENT LEARNING THE SAME IN COMPRESSED COURSES?
ARE THERE STRATEGIES THE COLLEGE SHOULD UNDERTAKE TO BETTER SUPPORT STUDENTS IN COMPRESSED COURSES?