An investigation of student, faculty, and administration perceptions of the application of accelerated learning strategies in the Wisconsin Technical College System

As colleges throughout the United States examine the implications of new developments in the science and paradigm of learning, some have embraced the research and have begun using it as a tool for reform. The Wisconsin Technical College System (WTCS) engaged in an educational reform initiative by implementing accelerated learning. Rather than strictly compressing course meeting times, the WTCS required that accelerated courses incorporate brain-based instructional tools and delivery methods.; 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 in the WTCS. The following questions guided the investigation: (1) What are the perceptions of students, faculty, and instructional supervisors with respect to the critical dimensions of accelerated instructional methodologies utilized in the WTCS? (2) Are there differences in perception between accelerated and non-accelerated students with respect to the critical dimensions of accelerated learning? (3) Are there differences in perception between faculty and instructional supervisors with respect to accelerated academic programming? (4) Are there differences between student perceptions and those of faculty and supervisors with respect to critical dimensions of accelerated learning? (5) What are the perceptions of faculty and instructional supervisors with regard to the professional development necessary for the implementation of accelerated learning strategies?; The research questions were answered by developing and administering a customized survey instrument. The population for the survey was identified as students, faculty members, and administrators associated with Associate of Applied Science degree programs in the WTCS. A control group of non-accelerated students was used to compare the experiences of accelerated and non-accelerated students.; The findings of the investigation were that a consensus existed among the accelerate students, faculty, and administrators with regard to the importance of critical dimensions of accelerated learning. Students participating in accelerated courses assigned a different degree of importance to the critical dimensions of accelerated learning as compared to non-accelerated students. 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.