Increasing Student Success across Faculties through an Immersive Block Model: An Australian Case Study of Innovative Teaching and Learning

Thomas Roche; Erica Wilson; Elizabeth Goode

doi:10.4995/HEAd24.2024.17056

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Increasing Student Success across Faculties through an Immersive Block Model: An Australian Case Study of Innovative Teaching and Learning

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Increasing Student Success across Faculties through an Immersive Block Model: An Australian Case Study of Innovative Teaching and Learning

Thomas Roche, Erica Wilson and Elizabeth Goode

10th International Conference on Higher Education Advances (HEAd’24) (Universitat Politecnica de Valencia, Valencia, 18/06/2024–21/06/2024)

19/06/2024

DOI: https://doi.org/10.4995/HEAd24.2024.17056

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Abstract

curriculum reform

curriculum innovation

block model

immersive scheduling

active learning

student success

Higher education

Educational administration, management and leadership

Education policy

Higher education

Globally, higher education (HE) providers are exploring ways to adapt their education delivery approach in light of changing student demographics and shifting learner preferences. This paper presents 2023 results from a whole-of-institution curriculum reform project at a comprehensive, public Australian university, where traditional semesters were replaced with an innovative 6-week immersive block model. The submission describes the model, then assesses the effectiveness of the immersive block model on improving student learning outcomes across five faculties and two colleges, through comparing pre-COVD, traditional model 2019 student performance data with 2023 results from the first full year of implementation. The analysis demonstrates increased: pass rates (70.6% to 88.1%); and, Grade Point Averages (3.72 to 4.60). Implications for practice at HE institutions considering curriculum reform are discussed.

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Title: Increasing Student Success across Faculties through an Immersive Block Model: An Australian Case Study of Innovative Teaching and Learning
Creators: Thomas Roche (Corresponding Author) - Southern Cross University, Office of the PVC (Academic Quality)
Erica Wilson (Author) - Southern Cross University, Faculty of Business, Law and Arts
Elizabeth Goode (Author) - Southern Cross University, Office of the PVC (Academic Quality)
Conference: 10th International Conference on Higher Education Advances (HEAd’24) (Universitat Politecnica de Valencia, Valencia, 18/06/2024–21/06/2024)
Identifiers: 991013209113802368
Copyright: This work is licensed under a Creative Commons License CC BY-NC-SA 4.0.
Academic Unit: Office of the PVC (Academic Quality)
Language: English
Resource Type: Conference paper
Local Fields: Evidence Based Practice - SoLT

Increasing Student Success across Faculties through an Immersive Block Model: An Australian Case Study of Innovative Teaching and Learning

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