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Pedagogy for Student Success in Block Teaching: Insights from Student Experiences in Information Technology Programs
Abstract   Open access   Peer reviewed

Pedagogy for Student Success in Block Teaching: Insights from Student Experiences in Information Technology Programs

Ali Reza Alaei, Reza Ghanbarzadeh, Elizabeth Goode, Ruitao Feng and Haifeng Shen
Vol.4(2), pp.2-3
IBILTA 2026 (Online, 30/09/2026–01/10/2026)
30/09/2026
DOI: https://doi.org/10.15209/jbilt.1389
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IBILTA 2026 Conference AbstractsView
Published (Version of record) Open CC BY-NC V4.0

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Abstract

Library and information studies Library and archival services
While evidence suggests improved success and equity outcomes in block teaching models (Roche et al., 2025), results in Information Technology(IT) disciplines remain mixed due to the high cognitive demands of integrating conceptual and practical learning (Mason et al., 2025). This study examines whether sustained improvements under an immersive block model arise from the delivery structure itself or from the pedagogical practices it enables. The study investigates the impact of the six-week Southern Cross Model across undergraduate and postgraduate IT programs at an Australian university. It examines changes in student success, Grade Point Average(GPA) and satisfaction over three years of block delivery, while exploring how curriculum design and teaching practices influence engagement and learning experiences. A convergent mixed-methods design (Creswell & Plano Clark, 2011) was employed to analyse data. Quantitative data (2019 vs. 2023 2025) were derived from institutional dashboards to show trends in success rates, GPA, and satisfaction. Qualitative data were collected via focus groups with both under-and post-graduate students and analysed using thematic analysis (Braun & Clarke, 2006). Student success, GPA and satisfaction improved consistently following the implementation of the block model. Qualitative results revealed three pedagogical mechanisms supporting effective learning: (1) reduced cognitive fragmentation enabling deeper focusand retention, (2) authentic and industry-relevant curriculum increasing motivation, and (3) teacher clarity and timely feedback sustaining learning momentum and engagement. However, conceptually demanding subjects required additional scaffolding to support deeper rather than superficial learning. The findings suggest that block delivery functions as a pedagogical amplifier with positive outcomes driven by curriculum alignment, authentic assessments and high-quality teaching rather than structural redesign alone. While grounded in IT education, these principles are transferable to other disciplines implementing block or intensive teaching, providing evidence-informed guidance for curriculum design and pedagogical practice that extends beyond the IT context.

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