A comprehensive literature review and critique of the identification of methods and practical applications of accelerated learning strategies

Abstract

History has demonstrated that confronting issues which reflect the changing dynamics of our society has often been a catalyst in the creation and development of inventions, new technologies, the study of innovative disciplines, and the application of alternative approaches. A sample of current issues include such topics as: national trends toward standardized tests; academic performance-based accountability of school administrators and faculty; increasing difficulty in managing the escalating flow of information; increasing stress among college freshmen, as indicated by a 1999 survey; and, the necessity to successfully maneuver in a knowledge-based society. These issues, among others, have prompted a handful of educators to examine the cognitive science of learning. As described by the North Central Regional Educational Laboratory, cognitive science is the focus on how, rather than what people learn. Utilizing this approach, practitioners focus on teaching methods and strategies that help learners develop and use inherent tools for successful learning. This alternate approach of reengineering how we learn is also called accelerated learning. The purpose of this study was to identify and examine the methodology and employment of accelerated learning strategies through a comprehensive review and critique of the research and literature. Based upon critical analysis of the research and literature, the researcher has made conclusions and recommendations.