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Supporting underrecognised students online: Raising success for all through focused, guided and active learning
Conference presentation

Supporting underrecognised students online: Raising success for all through focused, guided and active learning

Elizabeth Goode, Thomas Roche and Erica Wilson
Higher Education Research and Development Society of Australasia (HERDSA) (Singapore, 06/07/2026–09/07/2026)
08/09/2026

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Abstract

Focus: This showcase presents research analysing success (pass) rates for underrecognised or ‘equity’ defined students (e.g. first-infamily, First Nations) studying online across two contrasting delivery models (semesters/immersive blocks) at an Australian university. Background: Online learners from underrecognised backgrounds often face challenges with time, connection, confidence and support (Stone & O’Shea, 2019). As costs of living rise (OECD, 2024), higher education providers must better support students with substantial work, caring and health considerations. Enhancing digital and inclusive learning through curriculum reform is one potential strategy (Wilson et al., 2025). Description: This research analyses student success rates at an Australian university that transitioned from traditional semesters to six-week immersive blocks. This involved a shift from lecture and examination-based learning, to focused, guided and active learning, and media-rich, interactive and responsive online delivery. Method(s): Pass rates were analysed for online students from six Australian government-identified underrecognised (equity) groups (N = 95,010). For each group, Pearson’s chi-square tests were used to compare pass rates in the semester and immersive block models. Generalised estimating equations (GEE) modelling was then used to estimate odds of passing in each model, controlling for age, gender, study load and discipline. Evidence: Success increased significantly in the immersive block model across all underrecognised groups, rising by 6.5–15.0 percentage points. After controlling for covariates, students’ odds of passing were 1.16–1.78 times higher in immersive blocks than in traditional semesters. Contribution: This research is the first to provide whole-of-institution evidence that focused, guided and active immersive block learning can achieve greater equity, inclusion and success across diverse online student populations. This pedagogy can offer a practical approach for institutions seeking transformative educational change. Engagement: Mentimeter polls will prompt reflection on participant’s local student profiles, and elicit views on the pedagogies and approaches that might best support these students.

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