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Published (Version of record)CC BY-NC V4.0, Open Access
Abstract
From Imagining Block to Enacting Block: Insights into Design and Delivery of Educational Change
Journal of Block and Intensive Learning and Teaching, Vol.3(2), pp.14-15
IBILTA 2025 (Ipswich, Suffolk, UK, 25/06/2025–27/06/2025)
26/06/2025
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Abstract
As the global Higher Education (HE) sector strives for future-focused educational strategies whilst balancing challenges, many providers are embracing innovative curriculum design and delivery approaches, including Block delivery. Cited benefits of such block approaches include
enhancements in student attainment (Buck & Tyrrell, 2022); retention (McCluskey et al., 2020); satisfaction (Goode et al., 2024); and wellbeing (Allman, 2024). This presentation disseminates findings from an AdvanceHE funded collaborative project between UK and Australian Universities. The project, entitled "From imagining Block to enacting Block” supports educational institutions in implementing Block, and further developing a community of practice.
Details
- Title
- From Imagining Block to Enacting Block: Insights into Design and Delivery of Educational Change
- Creators
- Natalie Forde-Leaves (Author) - University of South WalesLeanne de Main (Author) - De Montfort UniversityZoe Allman (Author) - De Montfort UniversityThomas Roche (Author) - Southern Cross UniversityErica Wilson (Author) - Southern Cross UniversityElizabeth Goode (Author) - Southern Cross University
- Publication Details
- Journal of Block and Intensive Learning and Teaching, Vol.3(2), pp.14-15
- Conference
- IBILTA 2025 (Ipswich, Suffolk, UK, 25/06/2025–27/06/2025)
- Publisher
- The International Block and Intensive Learning and Teaching Association
- Identifiers
- 991013295355002368
- Academic Unit
- Office of the PVC (Academic Quality)
- Language
- English
- Resource Type
- Abstract
- Local Fields
- Original Research - SoLT