Date of Conferral
2-14-2024
Date of Award
February 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Heidi Crocker
Abstract
This study addressed low graduation rates at Midwest Community College (MCC; a pseudonym) and explored factors affecting student success. The purpose of this basic qualitative study was to delve into nontraditional students’ perceptions of the influence of compressed courses and the effect the courses had on their academic success at MCC. Over the past decade, 6–8-week compressed courses in community colleges have stirred both support and controversy among students, educators, and administrators. Despite research suggesting that compressed courses enhanced success rates, retention, and course completion and advocated for their continued integration, a gap persists in understanding and implementing compressed courses, especially in community colleges. Minimal research has examined how this trend impacts students’ academic success. The accelerated learning theory was used as the conceptual framework in this study. The research question focused on nontraditional students' perceptions of compressed courses' impact on academic success at MCC. Through semi-structured, open-ended interviews conducted with 11 students who met the inclusion criteria, this study unveiled eight prominent themes, utilizing the NVivo software program. These included completing courses at an accelerated pace, flexibility, and limited interaction. The findings suggest that promoting accelerated academic degree completion among students could promote positive social change. Additionally, this approach may offer advanced career opportunities and support individual goal achievement for students.
Recommended Citation
Ross, Christy L., "Nontraditional Student Perceptions of the Influence Compressed Courses Have on Their Academic Success" (2024). Walden Dissertations and Doctoral Studies. 15420.
https://scholarworks.waldenu.edu/dissertations/15420
