Student Perceptions of the Learning Process and Outcomes in Accelerated Classes.

Recent work has sought to determine if Master of Business Administration classes can be structured to reflect principles of the learning organization. In this study conducted in the United States we explore if a university level class taught in an accelerated format can achieve outcomes associated with the learning organization - an organization that learns continuously and develops strategically aligned systems to transform itself as a result of continuously learning. Using the daily reflection papers of 133 students enrolled in the same course over a six year period we use content analysis techniques to identify common themes. Findings show the pedagogy which challenges traditional and well-established learning methods experienced by most learners, results in initial apprehension and resistance followed by gradual acceptance and final strong support. Recommendations are made for instructors adopting accelerated pedagogies. [ABSTRACT FROM AUTHOR]