How much do students remember over time? Longitudinal knowledge retention in traditional versus accelerated learning environments

Accelerated courses continue to be part of the changing academic landscape at Canadian universities. However, there is limited evidence to support their efficacy in relation to knowledge retention. A greater understanding of knowledge retention associated with accelerated courses (i.e., intensive full-day course for a one- or two-week duration) as compared to traditional courses (i.e., one three-hour lecture once a week for 12 weeks) will provide university stakeholders and administrators with evidence to determine whether quicker courses should be pursued in the postsecondary education environment. A longitudinal cohort design was developed with the objective of addressing the following research question: Does a difference in knowledge retention over time exist between students enrolled in traditional versus accelerated undergraduate courses?