Abstract

Universities are being called upon to evolve their teaching approaches to foster higher-order thinking in learners. Elaborate constructivist solutions abound; however, professors lack the resources to implement them. This study explored an alternative, leaner approach called accelerated learning (AL) to resolve the issue. AL is a corporately and commercially adapted constructivist model that distinguishes itself, in its preparation phase, by its attention to emotional engagement; a quality that research admits has been greatly underutilized in higher education. Coupled with AL's meaningful presentation of curriculum, its in-class practice , and outside-the-class performance activities to an experience in learner's lives, it was hypothesized that this model was capable of eliciting sought-after critical thinking skills by virtue of offering value and enjoyment to learners, all the while demanding little resources from the professor. AL was thus applied to a Master's level Cybernetics course, with the author acting as the teaching assistant. Students all confirmed that they received both value and enjoyment from the course. Evidence of critical thinking was less ubiquitous, and believed to be notably compromised by insufficient adherence to the performance phase. Nevertheless, the apparent learning gains exhibited in some cases warrant formatively evaluated iterations of AL, with some refinements, and ideally, future teaching assistants.