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Sometimes Shorter Is Better, But Not Always: A Case Study

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Urban T., Smith N. D.
e-mentor
|
2012
|
issue 4 (46)
92-98
EN
It is not common to think that shorter college courses produce better learning outcomes, but a recent, local study of over three years of data in Introduction to Philosophy courses at Houston Community College suggests that this may in fact be the case. In this study, we compare various term-lengths, from the traditional 16-week semester down to 5-week summer sessions and 3-week mini-sessions in both their Online and On-Campus "web-enhanced" formats.
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