An Analysis of Learning in Cohort-based Accelerated Undergraduate Degree Programs

Adult degree programs have become increasingly relevant within the higher education community and they are growing at a rapid pace across the nation. Colleges and universities have used various formats to structure these programs. One format of interest has been the accelerated degree program based on the cohort model. Minimal research has been conducted on this form of adult education, especially in the context of adult undergraduate degree programs. This grounded theory study analyzed adult earning in a cohort-based accelerated undergraduate degree program. Sources of data for this study included in-depth, ongoing interviews and observations of adult students currently endeavoring to complete their undergraduate degree, adult students who have recently obtained their undergraduate degree, and students who have dropped from the program prior to obtaining their degrees. Findings suggested that adult learning in this context were enhanced by the interaction between learners, the relevance of the subject matter, and by the instructor's teaching methodologies, among other variables. Factors having a negative effect on adult learning were identified as fatigue and outside distractions. The study also analyzed the effects of learning in a cohort, as well as learning in an accelerated program. Findings of the study suggest that those factors which enhance adult learning in the classroom are accentuated in cohort that functions well. This study concluded by proposing a theory of adult of Learning in a cohort-based accelerated undergraduate degree program, as well as suggesting several recommendations for future research.

Weinstein (1994) explained that most motivational efforts focus on teaching
materials, methods, and strategies. However, a “critical component that is often
ignored in most of these approaches is the degree to which the individual is
ready and ...