Abstract
AbstractAs universities seek to innovate to meet the needs of students, compressed courses are becoming more prevalent. This study compares a compressed‐format course to a traditional format course in economics that were each taught in the summer. Results indicate that student performance in a compressed course differs in meaningful ways. Effort‐based assessments show that students in a compressed course perform just as well and, perhaps, better than students in a traditional‐length course. However, assessments measuring mastery of course material indicate performance declines in compressed courses. Student ratings also indicate that students may perceive their experience in a compressed course as being worse than in a traditional format. This article analyzes the differential performance between the two types of courses and provides a discussion regarding possibilities for future compressed course design.
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