Logo image
Back
Managing Curriculum Refinement after Implementation of Immersive Block Teaching
Abstract   Open access   Peer reviewed

Managing Curriculum Refinement after Implementation of Immersive Block Teaching

Fiona Naumann and Kellie Toohey
Vol.4(2), pp.42-42
IBILTA 2026 (Online, 30/09/2026–01/10/2026)
30/09/2026
DOI: https://doi.org/10.15209/jbilt.1389
url
IBILTA 2026 Conference AbstractsView
Published (Version of record) Open CC BY-NC V4.0

Related links

Metrics

1 Record Views

Abstract

Library and information studies Library and archival services
Southern Cross University introduced the Southern Cross Model (SCM) as a whole-of-institution reform to redesign curriculum and delivery through immersive 6-week blocks. The model was intended to strengthen active, guided learning and improve the student experience by focusing students on fewer units at a time. Its design is underpinned by four pillars: curriculum reform, assessment alignment, active learning, and a community of enquiry (Roche et al., 2022; Roche et al., 2024). This presentation examines curriculum refinement following implementation of immersive block teaching in the Faculty of Health. Using a descriptive case study design (Yin, 2003) and a mixed-methods approach, it analyses unit performance, student satisfaction, and student feedback to understand how iterative refinement shaped outcomes over time. Under the traditional model, student satisfaction was 75.3%, and success was 82.9%. During early implementation of the SCM, satisfaction declined slightly as students adjusted to a faster pace and greater responsibility for self-directed learning, while staff were also refining units to align with SCM principles. These early challenges informed ongoing curriculum changes. As communication, assessment design, active learning strategies, and community-building were refined in response to feedback, outcomes improved. By 2024, satisfaction had increased to 80.5% and success to 91.7%, and by 2025, success reached 94.3% with satisfaction at 83.5%. The findings highlight the value of iterative curriculum review and responsive design in intensive teaching contexts. They suggest that stronger expectation-setting, better aligned learning and assessment, and supportive environments for students and staffare central to successful transition and sustained improvement.

Details

Logo image