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Does Duration Matter? A Case Study

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Book cover Global Innovation of Teaching and Learning in Higher Education

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 11))

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Abstract

This chapter reviews a pilot study undertaken at Sheffield Hallam University in the computing department in which the teaching period was shortened from a semester-long delivery to a slightly extended week of intensive study. The case study investigates the delivery of a module on a Computing MSc course. The module concerned is one of ten in the course. Each module is usually taught in the standard, institutionally defined semester period. In this case, we are talking of 12 weeks.

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Author information

Authors and Affiliations

  1. Sheffield Hallam University, Howard St, Sheffield, South Yorkshire S1 1WB, UK

    Peter Lake

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  1. Peter Lake
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Correspondence to Peter Lake .

Editor information

Editors and Affiliations

  1. Elon University, Elon, North Carolina, USA

    Prudence C. Layne

  2. Sheffield Hallam University, Sheffield, South Yorkshire, United Kingdom

    Peter Lake

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Lake, P. (2015). Does Duration Matter? A Case Study. In: Layne, P., Lake, P. (eds) Global Innovation of Teaching and Learning in Higher Education. Professional Learning and Development in Schools and Higher Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-10482-9_15

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