Further Reading
The team scoured academic publications and online resources to develop a comprehensive reading list spanning over 20 year’s block and immersive learning experiences across the globe.
The list below covers block learning from multiple disciplines, encompassing critical perspectives from academics, learning developers and students.
If you would like to add your discoveries to the list, please contact learninblock@dmu.ac.uk.
Students’ experiences of a first year block model curriculum in higher education
- The first-year curriculum is central to students’ success in higher education, as it influences their learning experiences and achievements. The design features of the First-Year Block Model (FYBM) curriculum, such as a sense of familiarity, curriculum leadership, quality teaching, and curriculum customization, were found to have a positive impact on student engagement and success.
- The FYBM curriculum fosters relationships between students and various stakeholders, including the university as an entity, knowledgeable and caring curriculum leaders, teaching and non-teaching staff, and the content of their learning. These relational aspects contribute to a personalized and meaningful learning experience.
- The expertise of academics responsible for the first-year curriculum is crucial, as decisions about curriculum theory, design, delivery, and teaching approaches significantly impact the student experience. A lack of knowledge and skills in curriculum development may have a negative impact on students’ learning.
- The research highlights the importance of understanding students’ lived experiences of the curriculum and suggests further exploration of academics’ experiences and the possibility of embedding the features of the FYBM curriculum in different delivery modes.
Academic staff’s views and practices of modular course delivery: Graduate program at Addis Ababa University in focus
- The majority of the academic staff at Addis Ababa University have a negative attitude or uncertainty towards the modular course delivery and block teaching, with concerns about the shift from traditional teaching methods and the adequacy of A3the study period and pedagogy module. However, a significant number of staff are in favor of modular curricula, except in the field of natural sciences.
- The negative attitude towards the modular program is more pronounced among the staff of the College of Natural Sciences. The reluctance towards the new system could be due to a lack of understanding or fear of the unknown. Instructors perceive block teaching as less productive, regimental, and limiting in content, depth of analysis, ease of learning, creative thinking, and knowledge enhancement. Changing the negative attitude of staff towards the modular program, especially block teaching, is crucial to avoid potential damages to the knowledge and skills of the professionals the university aims to produce.
Impact of course length on student learning
- Shorter course lengths, such as 4 weeks, result in higher grades and improved learning outcomes compared to traditional 16-week semester courses. This improvement in grades reflects a real increase in knowledge and is not due to a lowering of standards during the summer.
- The benefits of shorter courses peak at around 4 weeks, indicating that this duration allows for a better bond between teachers and students, leading to better performance.
- The improved grades earned in shorter courses have the same explanatory power for future performance as those earned in traditional 16-week semester courses, indicating that they are not inflationary.
- Universities may consider changing their course structure to shorter, more modular sessions to maximize learning with limited resources. This could lead to increased student learning, reduced upfront costs, easier sequencing of required courses, and the possibility of completing a new major in less than one year. However, there may be higher administrative costs and potential impacts on commuting and work schedules.
- The study’s findings are based on a large database and more robust models, providing more definitive results than previous studies. However, further research is needed to evaluate the benefits and costs of changing class structures and to explore the performance of different student populations. B4
Block and blend: A mixed method investigation into the impact of a pilot block teaching and blended learning approach upon student outcomes and experience
- The adoption of a block and blend model in teaching has the potential to increase student engagement and attainment.
- A combined approach of block delivery and blended learning enhances student experience and flexibility, leading to positive implications for student engagement, attainment, and a sense of accomplishment.
- The block and blend approach allows students to focus and immerse in well-structured learning, one module at a time, which is beneficial for those managing multiple demands.
- Blended learning provides a flexible and accessible approach to learning, allowing students to revisit content and develop emotional bonds with peers, fostering a sense of community.
- It is important to consider confounding factors, such as temporary assessment regulations and changes in assessment type, that may have influenced student outcomes.
- Overall, the findings align with previous studies that show a preference for block delivery and its positive influence on confidence, time management, learning, achievement, and concentration.
Block or traditional? An analysis of student choice of teaching format
- Students who had taken at least one block course were significantly more likely to prefer a block course format for the course they were currently studying compared to those who had not taken a block course.
- Experience with the block format increased student preference across all subjects.
- Students who preferred block study had, on average, completed more subjects, indicating that increased student experience with block teaching increases preference for the format.
- The block format allows more time for students to absorb and reflect on the material being taught, practice lessons, and prepare.
- The block format is particularly beneficial for harder subjects like accounting, as it provides more time to digest the information covered.B7
Giving Australian First-in-Family Students a Kick Start to University
- The study utilized a one-way analysis of variance (ANCOVA) to investigate social support at post-test, with two paired-samples t-tests conducted as post-hoc analysis. There was a statistically significant difference between program and control participants’ level of social support at post-test.
- The study also used a mixed between-within subjects analysis of variance (SPANOVA) to examine differences between program and control participants on academic self-efficacy. The results showed no statistically significant difference between the two groups’ level of academic self-efficacy.
Block mode delivery for studio design teaching in higher education
- Block mode delivery for studio design teaching in higher education has various favourable attributes and challenges. It provides an immersive learning experience for students with fewer distractions and allows for the application of gained knowledge through progressive assessment tasks. However, it may pose challenges for academic staff in terms of marking assignments and providing timely feedback. The block mode delivery requires careful planning, well-defined learning outcomes, interactive workshops, small-cohort learning, groupwork, and peer collaboration to foster student engagement and promote active learning.
- Teachers’ enthusiasm, expertise, and communication skills are crucial in inspiring students. The findings from the case studies at an Australian university are valuable for curriculum design and continuous improvement of teaching practices. However, more case studies and research methods, such as questionnaire surveys and interviews, can be conducted for a comprehensive understanding of block mode delivery in higher education.
Academics’ experiences of transitioning to emergency remote teaching in a Block Mode curriculum during COVID-19: Lessons for the future
- The transition to emergency remote teaching (ERT) in a block model curriculum during the COVID-19 pandemic was successful for most participants, with the block model curriculum enabling their transition. However, some participants found the increased workload and the challenges of supporting anxious students and managing their own pandemic anxieties to be challenging.
- The block model curriculum facilitated the transition to ERT by providing a four-week turnaround period, allowing participants to implement changes in one subject, learn from that experience, and refine their practice before moving on to the next four-week period.
- The transition to ERT involved changes in learning activities and assessments, with learning activities being the most likely to be changed, followed by assessments. Subject content changed the least.
- The ERTE Framework, which involves reviewing and classifying resources, inquiry, and design of experiences, was used by academics to guide their transition to ERT in the block model curriculum.
- Recommendations for future emergency remote teaching include increasing the diversity of effective, uninvigilated assessment types, fostering student wellbeing by facilitating learning spaces for student-teacher connections, and providing safe spaces for academics to debrief and build confidence in using new learning technologies.
Threshold capability development in intensive mode business units
- The paper explores student perceptions of threshold concepts and capabilities in postgraduate business education, specifically in the areas of strategic management and accounting.
- Intensive modes of teaching, although challenging due to limited time, provide opportunities for students to ask questions and support their development of threshold capabilities.
- Factors such as practical context, weekly assessments, and peer-based discussions contribute to the attainment of threshold concepts and capabilities.
- The study is the first to examine the potential impacts of intensive modes of teaching on student understanding of threshold concepts and development of threshold capabilities.
Intensive teaching formats: A review. Issues in educational research
- Intensive teaching formats are driven by meeting student needs and market demands.
- Intensive teaching aligns with outcomes-based education.
‘Block teaching’– exploring lecturers’ perceptions of intensive modes of delivery in the context of undergraduate education
- Block teaching in the undergraduate Tourism Management degree program had both positive and negative impacts on teaching staff and students. Lecturers found that block teaching enabled them to manage their time more effectively.
- However, as the year progressed, block teaching negatively affected student attendance and hampered deep learning.
- The mode of assessment was also a concern, as students performed more strongly on assignments undertaken during a module and not as well on those that fell during the following module.
- To improve delivery, the paper recommends changing the lagging assignment to assess students within the module it relates to and piloting block teaching for the first module of each semester or year to aid transition and develop time management skills. These steps should help maximize the benefits of block teaching for diverse cohorts of non-traditional learners and minimize the issues identified.
The benefits and challenges of modular higher education curricula
- Modular higher education curricula have become increasingly popular in universities over the past two decades, offering advantages such as flexibility, choice, access, and mobility for students .
- Modular structures also have potential benefits for universities, including the ability to better respond to employer needs, expand student markets, and utilize resources more efficiently .
- However, there are concerns about the possibility of fragmentation and incoherence in the educational experience, as well as potential weakening of learning outcomes .
- The topic of modularization has received more attention in the UK than in Australia, but with the increasing pressures on Australian universities, adopting modularized course structures may become a relevant issue .
- The development of modularity in countries like the UK is associated with pressures such as increased internationalization, increased access to higher education, and reduced funding levels .
- In the shifting policy environment, Australian higher education institutions may need to consider modularization as a more serious option to support teaching and learning while responding to student needs .
Modular Instruction in higher education: a review
- Modular instruction (MI) is a promising alternative in higher education due to its adaptability to large numbers of students and emphasis on individualized learning.
- MI offers advantages such as flexibility, individualized instruction, and the ability to meet the needs of today’s students more adequately than traditional instruction.
- Implementing MI may present challenges and require time and effort from instructors.
- MI frees instructors from lecture preparation and routine administrative tasks, allowing for more intensive contact with individual students.
Implications of immersive scheduling for student achievement and feedback
- The Southern Cross Model (SCM), which uses immersive scheduling, showed improved success rates for all cohorts studied, except for international students, and maintained high levels of satisfaction with units and teaching.
- The study contributes to the growing body of research on immersive scheduling models in higher education and provides evidence that combining a more immersive study experience with an active, guided pedagogy can enhance student achievement and satisfaction.
- The success of immersive scheduling delivery models for student success and satisfaction is an important contribution in times when institutions worldwide are considering how to adapt their approaches to teaching and learning in a post-pandemic environment.
- Further research is needed to understand the factors driving shifts in academic achievement or satisfaction over time and to explore the impact of other contextual or teaching-related factors on student outcomes and feedback.
Using block courses for teaching logistics
- The use of block formats in delivering logistics and services marketing courses at the University of Calgary was found to be effective and satisfactory for students, leading to a good learning experience.
- Block courses encouraged a more intense working relationship among students and instructors, resulting in more effective results from these closer relationships.
- Students’ time management skills were improved through block courses, and 100% course attendance was encouraged.
- However, instructors and students found it difficult to maintain energy due to the short-term and intense format of the block courses.
- The block format provided students with a type of learning similar to executive development programs they might experience after graduation.
- Lecturers who have not used the block method need to appreciate and be prepared for the intense experience it entails.
A review of intensive mode of delivery and science subjects in Australian universities
- The paper highlights the limited research and empirical evidence on good practice for curriculum design and development in intensive mode of delivery, particularly in science subjects.
- There is a lack of published research providing empirical and pedagogical support for the practice of offering science subjects in intensive mode.
- The review emphasizes the need for evidence-based empirical research into the pedagogy of intensive mode for undergraduate science subjects.
- The decision to implement intensive or traditional delivery should be determined on a subject-by-subject basis, considering the appropriateness of each mode.
- More research is needed to provide an empirical research and evidence-based rationale for intensive delivery mode, with greater attention paid to the sciences.
- The implementation of intensive delivery courses should consider the capacity of teachers and the potential impact on learning outcomes.
- Further research is needed to explore the effectiveness of intensive mode of delivery, including cohort differences and the impact on academic performance and knowledge retention.
- The teaching workforce for intensive mode of delivery in science subjects, particularly the reliance on casual staff, requires systemic professional development and support.
Exploring Marketing Students’ Attitudes and Performance: A Comparison of Traditional and Intensive Delivery
- Students preferred the intensive mode of delivery over traditional semester delivery, finding it more interesting and rating it higher overall. However, they did not perceive substantial differences in learning between the two modes. Individual assignment grades were higher in the intensive mode, but group assignment grades, examination results, and final grades were not statistically different between the two modes. Intensive modes of delivery may be a viable alternative to traditional semester-long classes, but they may have increased costs if adopted on a large scale.
- The research suggests that there may be benefits for some students in moving to more intensive delivery, as their overall experience appears to be improved. However, there was no improvement in overall learning outcomes in the intensive mode. The issue of learning outcomes is possibly equally important, although it was not explored in this research. More research is warranted to explore differences in modes of delivery, including web-based delivery, and to examine differences based on student cohorts and demographic factors.
Benefits of intensive mode teaching to improve student performance
- Intensive mode teaching, where course materials are delivered over a shorter period of time, is gaining popularity in universities due to cost and time savings, as well as high student satisfaction.
- Students in the intensive teaching mode reported high levels of satisfaction, with overall course satisfaction ratings between ‘agree’ and ‘strongly agree’.
- Despite concerns, the study found that intensive mode teaching did not have detrimental effects on overall student performance. In fact, there was a non-significant increase in average performance for intensive mode students compared to traditional mode students in some years.
- Students with lower GPAs who enrolled in the intensive mode had similar performance levels to students in the traditional mode, suggesting that intensive mode teaching may have the potential to improve performance for students with lower GPAs.
- Further studies with larger student populations and alternative measures of student performance are needed to confirm the impact of intensive mode teaching on student performance.
Herriot Watt University Policy on Block Teaching
King, M; and Craik, R. (2019) Herriot Watt University Policy on Block Teaching
- The policy on block teaching at Heriot-Watt University provides guidelines for implementing block teaching in both new and existing programs, with a focus on assessment timings and the arrangement of teaching and learning activities.
- The policy recognizes that block teaching can offer pedagogical benefits and alternative learning arrangements, particularly for interdisciplinary projects and industrial-based placements.
- The Learning and Teaching Academy and Learning and Teaching Enhancement Services are available to support schools in offering block teaching and ensuring an appropriate learning experience for students.
Are accelerated degrees the future for Higher Education?
- The government’s Higher Education and Research Bill presents an opportunity for universities to add well-funded accelerated degrees to their portfolios.
- A well-researched pedagogy for accelerating learning alongside accelerated delivery is necessary to ensure high-quality outcomes and positive student experiences.
- There is a need for an accelerated curriculum that guarantees the development of academic skills and subject knowledge, as well as the transformation of the learner.
- The demand for accelerated programs has been identified by students and employers, with potential benefits including reduced costs for students and quicker access to the job market.
- However, there is limited research on the outcomes of accelerated programs compared to traditional three-year programs, and further research is needed in this area.
- Blended learning and transformative learning theory may be useful in developing a pedagogy for accelerated degree level learning.
The VU way: The effect of intensive block mode teaching on repeating students
- The study found that the newly introduced intensive block model of teaching, known as “The VU Way,” had a significant positive impact on the academic success of repeating students.
- Repeating students who had previously failed under the traditional teaching model showed improved grades and pass rates when exposed to the intensive workshop-based teaching method.
- The students’ perceptions of the intensive block model were also positive, with a more immersive and interactive workshop-based approach being preferred by the students.
- The survey results indicated that most respondents agreed or strongly agreed with the quality of the intensive block model approach.
- Overall, the findings suggest that the intensive block model of teaching can be an effective strategy for improving academic success among repeating students.
The Block: A catalyst for ongoing innovation
- The Block delivery mode has revolutionized the approach to the student experience, pedagogy, and higher education delivery at the five institutions featured in the paper.
- The key feature of the Block is delivering “one course at a time,” which has shown immediate and ongoing improvements in retention, grades, attendance, and student satisfaction at CC, Cornell, and VU.
- The authors encourage further research on the Block, including aspects such as student satisfaction, attrition, knowledge retention, and how it works for academics and professional staff.
- While the study has limitations due to the small number of institutions included, the rising global trend of institutions adopting block delivery suggests the need for further research on the effectiveness and validity of the Block as an alternative to semester delivery.
Teaching compressed-format courses: Teacher-based best practices
- Highly rated instructors provided insights into their approaches to teaching compressed summer session courses, highlighting differences in course planning, classroom instruction, student assessment, and interaction with students.
- The study offers a set of best practices for teaching in compressed formats, focusing on the concentrated and intense nature of these courses and the need for course redesign. These best practices aim to maximize the quality of instruction and improve teaching performance.
- The paper emphasizes that the quality of the learning experience in compressed-format courses can be comparable to full-length term courses when instructional quality is high. Adopting the best practices used by top-rated instructors can contribute to enhancing the quality of the learning experience in compressed-format courses.
Student Preference Rates for Predominately Online, Compressed, or Traditionally Taught University Courses
- Students at the institution expressed resistance and apprehension towards the idea of transitioning to offering only online and compressed courses, preferring a traditional 16-week semester for junior, senior, and graduate level courses. However, they did show interest in taking lower level elective and major courses online or during an 8-week semester. Overall, students considered online and compressed course learning as supplementary rather than a substitute for traditional face-to-face instruction.
- Students recognized the benefits of taking compressed courses and had favorable impressions of them. They reported fewer withdrawals, incompletes, and absences compared to students in traditional semester length courses. Additionally, they experienced less procrastination and improved concentration.
Comparing the effectiveness of intensive and traditional courses
- Intensive courses did not significantly differ from traditional courses in overall instructor ratings on student evaluations of teaching effectiveness when confounding variables were taken into account.
- Intensive courses received significantly higher overall course ratings on student evaluations than traditional courses, even after controlling for class size and probable grade in the course.
- Negative beliefs concerning intensive courses may be unjustified, as intensive courses may be as or more effective than those presented in traditional formats.
- Intensive courses may provide benefits to students, such as increased focus, stamina, retention, and decreased procrastination. This may be due to the short, concentrated nature of intensive courses and the incorporation of more interaction, discussion, and constructive teaching methods by faculty.
- The study’s generalizability is limited as it was conducted at a single institution, and future research is needed to cross-validate the results.
Time on task in intensive modes of delivery
- Strategies used by successful intensive mode teachers can enhance student engagement and maximize student use of learning time, regardless of whether the unit is intensive or not.
- Highly regarded teachers employ various strategies to aid students in making effective use of their study time, such as considering the nature and diversity of the cohort, encouraging commitment at the beginning of the unit, structuring the unit for clarity, incorporating well-sequenced assessments with swift feedback, utilizing learning technologies effectively, and maintaining a communication strategy with students.
- Expert teaching in intensive courses can lead to satisfying student learning experiences, despite time and distance constraints. The approaches and strategies developed by these teachers can serve as useful models for distance courses offered in more conventional time frames and are equally applicable in online and distance education.
An empirical study of students’ perception of and key factors affecting overall satisfaction in an intensive block mode and flipped classroom
- The study assessed students’ perception of studying certificate courses in an intensive block mode and flipped classroom (BMFC) pedagogy at Melbourne Institute of Technology (MIT) during the COVID-19 restrictions. The courses were delivered online and had a shorter duration compared to traditional trimester courses.
- Overall, students perceived the BMFC approach positively, with high satisfaction ratings in 7 out of 10 perception questions. There were significant correlations among the questions, indicating that high satisfaction in one question implies high satisfaction in others.
- Multiple regression analysis identified six key factors (such as learning materials, lectures, assessments, feedback) that significantly influenced overall student satisfaction. Improving these factors could potentially increase overall satisfaction.
Accelerated learning: A study of faculty and student experiences
- The introduction of accelerated learning was generally perceived as a positive experience by both faculty members and students, with benefits including increased sense of community, frequency of feedback, and the ability to focus on a single topic.
- Students reported overall positive experiences in the accelerated courses, particularly in the social aspects of learning, higher motivation, and confidence in their learning.
- However, there were important considerations to be taken into account, such as the need for active learning techniques, adapting course content and assessment timing for accelerated formats, providing sufficient and timely feedback, and clearly communicating the commitment involved in accelerated courses.
- Faculty workload, student workload expectations, and administration of courses were areas of concern raised by both faculty and students.
- Recommendations were made regarding the implementation, assessment practices, and management of learning in an accelerated timeframe.
Introducing block mode to first-year university students: A natural experiment on satisfaction and performance
- The introduction of the block model of blended, sequential 4-week blocks to first-year university students resulted in substantial increases in performance, particularly for equity groups such as low-socio-economic and non-English-speaking background students.
- Satisfaction levels showed small changes, with increases in teaching satisfaction but a decrement in course satisfaction, especially in perceived reasonable workload.
- Discipline consistently moderated the effects of the block model on satisfaction and performance.
- Units that redesigned assessments offset some decline in course satisfaction.
- The findings suggest that new models of higher education, such as the block model, may support improved outcomes in terms of performance, especially for underrepresented student groups.
Comparison of workload for university core courses taught in regular semester and time-compressed term formats
- Statistically significant differences in workloads were found between most semester and term courses, with term workloads being slightly lighter in general.
- Maths and physics courses came closest to meeting the expected workloads, while reading-and writing-intensive courses showed the most negative impact when offered in a term format.
- Differences in the value students reported for homework varied significantly by the autonomy of the instructor to adapt his own course section.
- Some of the curricular differences between sessions might be attributed to efficiencies instructors incorporated for shorter sessions without affecting overall course quality.
- The findings suggest that while some subjects lend themselves well to a compressed-time format, not all courses are suited to being taught in this way.
Students’ experiences of threshold capability development with intensive mode teaching. Research and development in Higher Education: The Shape of Higher Education
- Students’ experiences of threshold capabilities were not always as intended by academics, with some units focusing on concepts that were not central to the course.
- Factors that helped students’ learning in intensive mode teaching included extended in-class discussion, group activities, and the opportunity to ask questions.
- The opportunity to source information from outside the class using the internet has become a popular factor in students’ learning since previous studies.
- Threshold capability theory, which focuses on how students experience learning, is relevant to understanding students’ learning experiences.
- Previous studies have shown that the student perspective on learning in intensive mode teaching is not well-investigated, making further exploration necessary.
Rebuilding the first year experience, one block at a time
- The VU First Year Model, implemented at Victoria University, had a positive impact on student engagement, learning, and outcomes, as evidenced by the 2018 semester one results and student progress into the second semester. The Block Model of the initiative aims to provide a predictable, manageable, and connected first-year experience, focusing on students’ needs and facilitating their transition into university life.
- The VU Block Model incorporates Transition Pedagogy into the first year of university study, aiming to equip students with the necessary connections, cultural capital, capabilities, and knowledge to become confident and independent learners. It also aims to establish a more positive, connected, and collaborative staff culture and environment, fostering an appetite for sustainable techno-pedagogical innovation that enhances student success.
Intensive mode screen production: an Australian case study in designing university learning and teaching to mirror ‘real-world’ creative production processes
- The ‘blended online and intensive learning and teaching mode of delivery’ offers pedagogic advantages for screen production students, enhancing their experience and increasing their confidence and competence. It also aligns theory and practice, allowing lecturers to better harness their own production-based skillsets and establish research-teaching links.
- The redesign of the two introductory screen production units aimed to increase student engagement and retention, create a learning experience analogous to filmmaking production, and increase the research capacity of participating academics. After five years of intensive mode teaching, lecturers note that the intensive mode does relieve some of the teaching load and provides a net-benefit to their research time.
Moving to block teaching during the COVID-19 pandemic
- Block teaching has the potential to foster greater engagement, flexibility, and better learning results for students, especially during the COVID-19 pandemic.
- Implementing block teaching can help manage social distancing on campus, facilitate contact tracing, and make the transition between fully online and blended modes smoother.
- Block teaching allows tutors to focus on teaching one module at a time, leading to more focused learning experiences and support for students within a shorter period.
- Staff development and integrating mechanisms for evaluation are crucial for effective implementation of block teaching.
- Effective communication, frequent and clear, among teaching teams and with students is key to supporting students’ learning and improving satisfaction and experience.
Reflections on block teaching, three practitioners, three voices
- The paper highlights the impact of COVID-19 on the university experience and the potential legacy it is leaving behind, as reflected upon by three academics.
- The perspectives of an Academic Developer, a Senior Lecturer, and an Education Lead provide insights into the process of reconceptualizing the academic year during the pandemic.
- The paper emphasizes the challenges faced in transitioning from face-to-face to blended and online delivery formats, including adjustments to units and assessment strategies.
- The students’ response to the changes varied, with some being confrontational and challenging marks through petitions.
- Overall, the paper sheds light on the unprecedented nature of the academic year during the pandemic and the need for adaptation and reflection in the face of such challenges.
Improving the academic performance and mental health of non-traditional university students through a shorter delivery model: Exploring the impact of the Southern Cross Model
- Focusing on up to two subjects at a time over six weeks can enhance students’ academic performance and reduce psychological distress in comparison with the traditional delivery model (TDM).
- The Southern Cross Model, with its shorter delivery format, may help non-traditional students balance their commitments and responsibilities more successfully while achieving their academic goals.
- The teaching and learning environment has an impact on student mental wellbeing, and there is a need for more research on psychological wellbeing and perceived time pressure of students enrolled in shorter delivery models (SDMs) in Australia.
- The study had limitations, including a small sample size and limited generalizability, and further research is needed to explore the impact of SDMs on students’ mental health, perceived time pressure, and academic performance.
Studio-Based Block Delivery: A Case Study of New Model Institute for Technology & Engineering.
- Summary to be added
Intensive teaching in law subjects
Ramsay, I. (2011). Intensive teaching in law subjects. The Law Teacher, 45(1), 87-100.
- The use of intensive teaching is increasing in Australian law schools.
- Intensive teaching in law subjects has been understudied, with little discussion in the literature about its merits.
- The article presents a statistical analysis comparing student evaluations of a subject taught intensively versus across a full semester, showing minimal differences in evaluations.
- Interviews with teachers who use intensive teaching identify successful teaching techniques and challenges associated with intensive teaching.
- Intensive teaching can offer strong educational outcomes, but there are challenges to consider.
- Further research is needed to survey more law subjects, compare learning outcomes, and explore different teaching techniques used in intensive subjects.
- The use of intensive teaching in Australian law schools’ masters programs is evident from a review of subjects offered in 2010.
The effect of immersion scheduling on academic performance and students’ ratings of instructors
- Students in the 2-week immersion psychology courses consistently outperformed their counterparts in the traditional 16-week courses, indicating that immersion courses may be beneficial for academic performance.
- Immersion courses also received higher ratings from students in terms of course evaluation and instructor evaluation compared to the traditional courses, suggesting that students perceive immersion courses and instructors more positively.
- The immersion format may provide a quicker and more established rapport between students and instructors, which has been shown to increase academic performance.
- Immersion courses can provide the same content and promote basic knowledge, comprehension, and critical thinking skills as traditional courses, countering claims that immersion courses only offer superficial coverage of material.
- The findings suggest that psychology departments should consider incorporating immersion courses more often to enhance student academic performance and student-instructor rapport.
Why the Southern Cross Model? How one university’s curriculum was transformed
- The Southern Cross Model was implemented to address the long-standing issues of student attrition and success rates at Southern Cross University. It aims to provide a more focused learning experience with guided, active learning at its core, building communities of inquiry and delivered through immersive 6-week teaching periods.
- The University determined that incremental changes were unlikely to deliver the required change for student success and retention rates, leading to the adoption of the Southern Cross Model. The Model requires changes across the entire institution, including policy, process, and practice, with a focus on teaching and learning.
- The Southern Cross Model is expected to drive a more consistent approach to teaching and learning at the University across all disciplines and locations. The impact of the Model is being assessed through research, with evidence suggesting positive outcomes for students.
- The development of the Southern Cross Model was informed by key concepts outlined in the Assessment, Teaching and Learning Policy and Procedures, with a focus on improving student outcomes. Responsive activities are designed to provide automated feedback to students and assist academics in assessing learning and engagement.
Block mode study: Opportunities and challenges for a new generation of learners in an Australian university
- The Southern Cross Model was implemented to address the long-standing issues of student attrition and success rates at Southern Cross University. It aims to provide a more focused learning experience with guided, active learning at its core, building communities of inquiry and delivered through immersive 6-week teaching periods.
- The University determined that incremental changes were unlikely to deliver the required change for student success and retention rates, leading to the adoption of the Southern Cross Model. The Model requires changes across the entire institution, including policy, process, and practice, with a focus on teaching and learning.
- The Southern Cross Model is expected to drive a more consistent approach to teaching and learning at the University across all disciplines and locations. The impact of the Model is being assessed through research, with evidence suggesting positive outcomes for students.
- The development of the Southern Cross Model was informed by key concepts outlined in the Assessment, Teaching and Learning Policy and Procedures, with a focus on improving student outcomes. Responsive activities are designed to provide automated feedback to students and assist academics in assessing learning and engagement.
Insights into professional learning for intensive Block Model: Lessons from a participatory evaluation for capacity building
- The process used in the study involved individual written reflections, summary of responses, and a focus group discussion to explore areas for evaluation.
- The study focused on the perspectives of professional learning (PL) facilitators who designed and taught the course.
- The importance of designing and planning for engagement, engaging all students with all tasks, and integrating authentic learning practices was highlighted.
- The tension between student and facilitator priorities was noted, emphasizing the need for a delicate balance between what is ideal for the student and the teaching team.
- Scaffolding towards a large assessment was found to be effective and efficient in the Block model.
A participatory evaluation of transforming first year LLB into block mode
- The participatory evaluation process in transforming the first year LLB into block mode was empowering and provided clear directions for improvement.
- The collaborative process of course development was extremely useful and should be advocated with other academics.
- Meeting accreditation standards in the block was challenging, but clear stipulations and learning outcomes helped focus on achieving them.
- Assessment regimes and structuring of assessments required significant change, moving towards modularized developmental assessments.
- The participatory approach to evaluation resulted in participants refining their thinking on block mode design approaches and developing a sense of accountability and responsibility for their learning designs.
- Early involvement of design specialists and cross-course collaboration in designing courses, as well as course-specific active learning exercises, were found to be important.
- Balancing lecture-style delivery with practical legal analysis exercises and accommodating academics’ and students’ time pressures were also highlighted.
- The participatory evaluation process and the block mode of intensive delivery have value, and there are promising directions for future research on these issues.
Attributes of High-Quality Intensive Courses
- Intensive courses can have benefits for students when certain instructional and classroom attributes are present, such as instructor enthusiasm and experience, active learning, classroom interaction, good course organization, student input, collegial classroom atmosphere, and a relaxed learning environment.
- When these attributes are present, students report that intensive classes allow for more concentrated, focused learning, more collegial and comfortable classroom relationships, more memorable experiences, more in-depth discussion, less procrastination, and stronger academic performances.
- However, when these attributes are missing, students report intensive courses to be tedious and painful experiences.
- The study suggests the importance of using nontraditional instructional practices when teaching intensive courses and the need for instructors to adopt alternative teaching practices that maximize the strengths of these concentrated formats and student learning.
- Without the adoption of these high-quality attributes, instructors may diminish student learning and motivation instead of enhancing them.
A critique of intensive courses and an agenda for research
- Intensive courses have been found to yield equivalent or sometimes superior learning outcomes compared to traditional courses.
- Traditional course formats continue to dominate in higher education due to long-standing collegiate and bureaucratic traditions, despite little evidence supporting their use over alternatives.
- Intensive courses have been criticized for sacrificing breadth, short-shrifting academic standards, and obliging students to “cram” information at the expense of genuine learning and development.
- The growing presence of intensive courses on many college and university campuses has generated disapproval among many faculty and administrators.
- Despite the criticisms, the increasing demographic trends of adult and part-time students suggest that intensive courses will likely proliferate in the future.
Modular/Block teaching: Practices and challenges at higher education institutions of Ethiopia
- Instructors and students generally had a favorable attitude towards modular/block teaching, but there were significant differences across colleges, with instructors and students from the colleges of SSH and HS rating the approach more favorably than others.
- The modular/block teaching approach allows students to concentrate on one subject at a time, but the limited time given for each course makes it difficult to implement active learning and integrate theory with practical skills.
- The assessment system used in modular/block teaching often serves as a formality and does not effectively provide feedback or promote knowledge acquisition.
- Instructors faced challenges such as time and resource shortages, large class sizes, high teaching loads, and weak academic backgrounds of students. Immediate solutions are needed to address these challenges and improve the implementation of modular/block teaching.
Block teaching and the three A’s: attendance, attainment and attitudes
- Students prefer block teaching and feel more engaged with the taught topic. Their attendance significantly improves when taught in blocks, which could contribute to better attainment.
- Block teaching facilitates effective relationship building between students and between staff and students, which supports transition, especially for students with BTEC qualifications.
- Staff fatigue can be a challenge in block teaching, as there may be insufficient time for reflection and analysis of the material being taught. It is important to consider the intensity of the schedule and factor in more breaks.
- Timetabling can be a potential difficulty in planning block teaching, as it requires negotiation between teaching staff, academic managers, and timetable managers.
The Impact of Three-Dimensional Printed Anatomical Models on First-Year Student Engagement in a Block Mode Delivery
- The use of three-dimensional printed anatomical models in first-year osteopathy anatomy classes was found to be effective in increasing student engagement and improving learning outcomes.
- Students reported that the models helped improve their study habits, academic confidence, and overall performance in assessments.
- The models were seen as a positive learning tool that aided in knowledge construction and preparation for viva assessments.
- The study confirmed previous findings that the use of models in anatomy education is engaging and aids in knowledge acquisition and retention.
- The use of 3DP models provided a culturally sensitive and more economical alternative to cadaver models in anatomy education.
- Future research should investigate the effects of these models on students’ grades in osteopathy and other allied health courses.
Easing the transition of first year undergraduates through an immersive induction module
- The immersive induction module had positive impacts on students’ sense of integration and social attribution, fostering peer networks and relationships with academic staff.
- However, questions were raised about the extent to which the module matched or raised expectations and prepared students for the rest of their studies.
- The design and delivery of study skills within the module influenced student engagement and perceived relevance, highlighting the importance of integrating study skills into discipline-based activities.
- Pedagogic approaches, such as problem-based learning, disrupted traditional novice-expert relationships and required careful structuring and support to address students’ discomfort and challenges.
- The immersive module contributed to creating conditions for social integration and belonging, mediated by peer relationships, which helped mitigate potential negative effects on student engagement and retention.
- Managing student expectations and continuously improving subsequent teaching were identified as areas for further development in the implementation of the immersive module.
Introducing immersive scheduling in a UK university: Potential implications for student attainment
- The introduction of immersive scheduling in a UK university showed that students performed significantly better in immersively-delivered modules compared to traditional modules, across semesters and various demographic subgroups. This suggests that immersive scheduling can be a beneficial pedagogic tool for enhancing student attainment.
- Previous studies in the field have also shown that immersive and traditional formats of the same module, delivered to separate cohorts, can lead to variations in student attainment. However, the current study did not feature immersive and traditional iterations of the same module. Instead, it compared modules that differed not only in delivery format but also in the instructor, assessment methods, and curriculum. Despite these differences, the study still found higher marks in immersively-delivered modules, indicating the potential effectiveness of immersive scheduling.
Equivalent but not the Same: Teaching and Learning in Full Semester and Condensed Summer Courses
- Faculty and students perceive condensed courses as more effective, but student learning varies depending on the measures used to assess it.
- The challenges identified by students and faculty in the study lead to general recommendations for instructors designing and teaching condensed courses, which could also support student learning in full-semester courses.
Intensive mode delivery of a neuroanatomy unit: Lower final grades but higher student satisfaction
- The move to intensive mode delivery of units as a flexible alternative offered to a more varied cohort of students appears to have little to do with good pedagogy as its principal motivation.
- The research does not support the view that intensive mode courses are a commodification of tertiary learning.
- In the case of neuroanatomy, when the course is taught to the same high standards as in the traditional mode of delivery, students do not perform as well in the intensive mode, despite enjoying the course equally.
- The challenge lies in maintaining the same standard of material while delivering it in innovative ways to improve learning and teaching under intensive mode circumstances.
- Instructors who taught the neuroanatomy course in the intensive mode received significantly higher ratings for course effectiveness compared to those who taught in the traditional mode.
How Can Block Teaching Adopt Universal Design for Learning to Meet the Needs of Disabled Students?
- Summary to be added
Block teaching and active learning improves academic outcomes for disadvantaged undergraduate groups
- The newly introduced Block Teaching Model (BTM) has significantly reduced student failure rates across various social parameters, including high versus low ATAR, SES, NESB versus ESB, and male versus female students. However, the reduction in fail rates for first in family to attend university (FIF) students was not significantly higher than non-FIF students.
- The study highlights the importance of active and intensive learning models in reducing disadvantage in tertiary education. It suggests that major curricular reform, combined with comprehensive institutional change, can lead to improved outcomes for disadvantaged students.
Accelerated learning in colleges and universities
- Accelerated learning programs are one of the fastest growing transformations in higher education, with 225 colleges and universities offering such programs specifically designed for adult students.
- Estimates suggest that 25% or more of all adult students will be enrolled in accelerated programs within the next ten years.
- Currently, 13% of adult students studying for degrees are enrolled in programs that offer degrees in less than the traditional length of time.
- After three years, 26% of adult students had graduated from the school with accelerated programs, while 18% had graduated from the school with conventional programs.
- Women were twice as likely as men to graduate within six years from the school with the accelerated program.
- Internationally, accelerated learning programs are rapidly growing phenomena, with universities in Puerto Rico, the Philippines, Ireland, Germany, and Australia featuring this approach.
The Effectiveness and Transferability of a Block-Mode Discipline-Specific Academic Language Development Program
- The paper outlines the effectiveness and transferability of the LDTB, a discipline-specific ALD program, in supporting Business students who could not access the standard subject-specific semester-long ALD program.
- The LDTB program was implemented over three semesters and catered to a spectrum of Business UG and PG students.
- The program included personalized teacher feedback in various formats, which almost 80% of students claimed to have benefited from.
- The LDTB program was delivered in a block-mode format over three consecutive Saturdays, which was found to be helpful in recalling information and building rapport within the group.
- While the initial findings are encouraging, the paper suggests the need for further research and more nuanced data to improve the design and delivery of the program.
Resource list includes articles published up to the end of the Collaborative Enhancement Project (March 2024).