Abstract—Accelerated online learning opportunities have shown great promise in many disciplines, but little is known about student performance in laboratory science courses completed in an accelerated, online format. This study of 347 community college students enrolled in online laboratory science courses reveals significantly higher final exam scores for students completing accelerated, 8-week online courses compared to 15-week online courses. When examined by semester, final exam scores of summer students are significantly higher than final exam scores completed during the traditional fall/spring academic year. Implications for student self-efficacy, retention, and graduation are presented. The potential financial impact of accelerated online learning on higher education institutions is discussed.
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