Highly Intensive Teaching in Tertiary Education: A Review of Recent Scholarship

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Abstract

This chapter provides a critical review of recently published empirical papers on
highly intensive teaching in higher education. Highly intensive teaching refers to
subjects taught face-to-face in four weeks or less. Building upon and extending an
influential review of intensive mode delivery (IMD) in higher education by Davies
in 2006, this literature review confirms the observation made by several scholars
investigating IMD that despite the increasing popularity of this form of delivery,
rigorous and methodologically robust research into the benefits and challenges of
this form of pedagogy is still in its infancy. By applying cognitive learning theory,
this chapter discusses the circumstances under which intensive mode teaching is
likely to be most effective and outlines potential avenues for further research.
Original languageEnglish
Title of host publicationStagnancy Issues and Change Initiatives for Global Education in the Digital Age
EditorsTheresa Neimann, Jonathan J. Felix, Stacy Reeves, Elena Shliakhovchuk
Place of PublicationHershey, PA
PublisherIGI Global
Chapter9
Pages190-210
Number of pages21
ISBN (Electronic)9781799849940
ISBN (Print)9781799849933
DOIs
Publication statusPublished - 6 Oct 2020

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