Sep 2026· Innovations in Education and Teaching International· Vol 63, pp. 1344 - 1357· 3 citations· 57 references
Abstract
ABSTRACT Increasing numbers of higher education (HE) students now have substantial work and caring responsibilities. Immersive block models, which engage students in fewer concurrent units of study over shorter timeframes than traditional semesters, may better support success for these ‘new majority’ learners. In this case study, we investigate how a six-week, two-unit-at-a-time immersive block model has affected the academic success and satisfaction of on-campus, online, full-time and part-time students over four years at an Australian university. Results reveal significant success rate improvements for students in immersive blocks, particularly for the ‘new majority’ enrolled online and/or part-time, alongside stable positive satisfaction rates. We posit that these results reflect the benefits of greater focus, shorter time frames, and a refined pedagogy for online learning. The findings have important implications for equity in HE, suggesting that more focused, guided and active learning opportunities can significantly enhance success for those studying part-time and/or online.
Large lecture courses in science present a significant challenge in effectively engaging all students while gauging their understanding of the content. Active learning requires students to be engaged, and this can be done through a variety of methods. Examples include discussions, physical activities, and hands-on appl...
K. Walker, William F. McComas· Active Learning in Higher Ed...· 0 citations
Online and hybrid physical education (OPE) has become a recurring instructional reality in many schools and universities, yet little is known about how students experience teaching quality in these settings. This study investigates how tertiary students characterize effective and ineffective teaching in OPE within a hy...
V. Sibug, E. Fernando, Jumel C. Miller et al.· International Journal of Eva...· 0 citations
Concerns with how students are taught, and whether and how they learn, has become particularly salient in higher education. This is evident in growing awareness of increases in time-to-degree and declines in attainment rates for many students, including those who are underrepresented, in our nation’s community and publ...
The rapid expansion of English-medium instruction (EMI) in transnational education (TNE) has increased the need for evidence-based higher education (HE) curriculum models that support diverse student cohorts in cross-cultural contexts. This exploratory mixed-methods study examines the effectiveness of block models in E...
Sharon Leslie, Thomas Roche, E. Goode et al.· Education sciences· 0 citations
A greater reported use of digital methods for formative assessment and a significant increase in the use of authentic, real world assessment criteria and teacher and student perceptions that timely, constructive, and accessible digital feedback supported learning experiences were found.
Barbara Brown, Nadia Delanoy, Sharon Friesen et al.· Education sciences· 0 citations
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