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Higher Ed in Half the Time: A Literature Review on the Shortened Course Format

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Title: Higher Ed in Half the Time: A Literature Review on the Shortened Course Format
Language: English
Authors: April B. Kidd
Source: Teaching and Learning Excellence through Scholarship. 2025 5(1).
Availability: Board of Trustees of the Community College of Baltimore County. 7201 Rossville Boulevard, ADMN 101, Baltimore, MD 21237. Tel: 443-840-3756; e-mail: rminor@ccbcmd.edu; Web site: https://tales.journals.publicknowledgeproject.org/index.php/tales
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Adult Education
Descriptors: Higher Education, Minicourses, Undergraduate Study, Acceleration (Education), Community Colleges, Two Year Colleges, Academic Achievement, Andragogy
ISSN: 2766-8991
Abstract: The shortened course, which reduces course length from a full semester, offers a popular higher education format for nontraditional students, especially those at community colleges. The impacts of accelerated learning on both students and faculty have been studied, yet the variety of shortened course lengths makes comparison across studies more challenging. The purpose of this study is to investigate the half semester course length in undergraduate higher education from research published between 2010-2024. The methods used to locate dissertations and articles included searches on Google Scholar and the University of Tennessee at Chattanooga library database using key words such as: accelerated courses, community college, and two-year college and backward citation chaining. Findings revealed an emphasis on student success, faculty and student stakeholder perceptions, strategies for andragogy, application for underprepared students, and considerations for decision-makers. The narrowed focus of this study can help continue conversations of institutional efficiency and effectiveness utilizing undergraduate shortened courses.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491800
Database: ERIC
FullText Text:
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  Data: Board of Trustees of the Community College of Baltimore County. 7201 Rossville Boulevard, ADMN 101, Baltimore, MD 21237. Tel: 443-840-3756; e-mail: rminor@ccbcmd.edu; Web site: https://tales.journals.publicknowledgeproject.org/index.php/tales
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  Data: The shortened course, which reduces course length from a full semester, offers a popular higher education format for nontraditional students, especially those at community colleges. The impacts of accelerated learning on both students and faculty have been studied, yet the variety of shortened course lengths makes comparison across studies more challenging. The purpose of this study is to investigate the half semester course length in undergraduate higher education from research published between 2010-2024. The methods used to locate dissertations and articles included searches on Google Scholar and the University of Tennessee at Chattanooga library database using key words such as: accelerated courses, community college, and two-year college and backward citation chaining. Findings revealed an emphasis on student success, faculty and student stakeholder perceptions, strategies for andragogy, application for underprepared students, and considerations for decision-makers. The narrowed focus of this study can help continue conversations of institutional efficiency and effectiveness utilizing undergraduate shortened courses.
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      – SubjectFull: Minicourses
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      – SubjectFull: Undergraduate Study
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