Conference presentation
You can’t do that in block? The impact of an immersive block model on student success and satisfaction across disciplines at an Australian university
The International Block and Intensive Learning and Teaching Association (IBILTA) Conference, 2025 (Suffolk, UK, 25/06/2025–27/06/2025)
26/06/2025
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Abstract
A range of evidence supports the positive impact of immersive block models on students’ academic achievement across whole institutions (Buck & Tyrrell, 2022; Loton et al., 2022; Wilson et al., 2024), as well as specifically for pathways (Goode et al., 2024b), international (Goode et al., 2024a), and equity group cohorts (Roche et al., 2025b; Samarawickrema & Cleary, 2021). However, evidence suggests that the success of block teaching may vary by subject area (Dixon & O’Gorman, 2020; Wilson et al., 2024), and its suitability for different disciplines remains a point of contention (Konjarski et al., 2023). This study (Roche et al., 2025a) explores whether an immersive block model has had contrasting impacts on student success and satisfaction across nine disciplines at a public Australian university: Natural & Physical Sciences; Society & Culture; Information Technology; Creative Arts; Management & Commerce; Health; Education; Agriculture; Environmental & Related Studies; Engineering & Related Technologies.
Details
- Title
- You can’t do that in block? The impact of an immersive block model on student success and satisfaction across disciplines at an Australian university
- Creators
- Thomas Roche - Southern Cross UniversityErica Wilson - Southern Cross UniversityElizabeth Goode - Southern Cross University
- Conference
- The International Block and Intensive Learning and Teaching Association (IBILTA) Conference, 2025 (Suffolk, UK, 25/06/2025–27/06/2025)
- Identifiers
- 991013295355402368
- Academic Unit
- Office of the PVC (Academic Quality)
- Resource Type
- Conference presentation
- Local Fields
- Original Research - SoLT