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Redesigning for Block Delivery: How Academics Redesign Units at Southern Cross University
Abstract   Open access   Peer reviewed

Redesigning for Block Delivery: How Academics Redesign Units at Southern Cross University

Zach Quince, Gayani Samarawickrema and Ruth Greenaway
Vol.4(2), pp.50-50
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
In 2020, Southern Cross University introduced the Southern Cross Model (SCM), an immersive six-week block approach intended to increase student focus, engagement, and progression. Block delivery is expanding in Australia and internationally. Prior researchsuggests potential achievement gains, but student satisfaction is variable and sensitive to implementation quality (Samarawickrema & Cleary, 2021). Constructive alignment and active learning provide established rationales for redesigning learning in compressed timeframes (Biggs, 1996). This study examines how academics redesign traditionally structured units for delivery in the SCM, addressing the limited process-focused literature on block conversion. Educators from purposively selectedhigh-achievingSCM units (meeting institutional success and satisfaction thresholds across 3 offerings with the same teaching team) provided written responses to one open-ended prompt: What strategies did you apply to redesign the curriculum for focused, guided, and active learning in the SCM Responses were analysed using inductive thematic analysis (Braun & Clarke, 2006). Three interconnected redesign themes were identified. (1) Core vs extra: educators reduced scope to essential learning, minimised cognitive overload, removed low-value busywork, and provided optional extension resources. (2) Clear and specific progression:staff mapped outcomes, learning activities, and assessments into an explicit week-by-week pathway, supported by consistent signposting, task briefs, and assessment rubrics. (3) Student-led teaching: foundational content was shifted online, and synchronoustime was repurposed for coached practice, peer review, and feedback anchored in authentic tasks. Effective block conversion relies on deliberate design decisions about scope, sequence, and optimal use of teaching time. For institutions scaling immersive delivery, it is important to safeguard academic time and support structured learning design to align mapping, assess changes, and ensure consistent feedback across formats. Outcomes are strongest when redesign is led by collaborative teams including faculty, teaching and learning centres, library, and student support staff.

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