Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model

Erica Wilson; Thomas Roche; Elizabeth Goode; John W. McKenzie

doi:10.1007/s10734-024-01283-1

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Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model

Journal article

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Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model

Erica Wilson, Thomas Roche, Elizabeth Goode and John W. McKenzie

Higher education, Vol.89, pp.1423-1443

05/2025

DOI: https://doi.org/10.1007/s10734-024-01283-1

Appears in Recent Faculty of Business, Law and Arts Publications

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Abstract

Immersive scheduling

Block model

Active learning

Student success

Curriculum reform

Outcomes in higher education (HE) are influenced by the learning conditions created for students. The traditional model of HE, where students attend content-focused lectures over 12-15-week semesters, may not provide the conditions that best meet the learning needs of increasingly diverse HE cohorts. This study assessed the extent to which an immersive block model, a non-traditional form of HE delivery that employs active learning pedagogy and engages students in shorter, more focused periods of study, might enable higher student achievement and satisfaction compared to a traditional semester model. The study examined achievement (N = 27,528) and satisfaction (N = 7924) data from a public Australian university that has moved all coursework units into a 6-week immersive block model. Inferential statistical tests were used to compare results between the traditional semester and immersive block delivery over a 3-year period, as well as with results from control groups that stayed in the traditional model. Results demonstrate that immersive block learning underpinned by an active learning pedagogy has had a statistically significant positive impact on the academic success of various cohorts of undergraduate learners. Stronger improvements in student success were observed in first-year units compared to second and third-year units, suggesting that the immersive block model may be particularly beneficial for students transitioning into HE. Satisfaction was statistically lower relative to the traditional model, particularly in science and engineering, suggesting a need for further investigation into causes of lower satisfaction in these disciplines.

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Title: Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model
Creators: Erica Wilson - Southern Cross University
Thomas Roche - Southern Cross University
Elizabeth Goode - Southern Cross University
John W. McKenzie - Southern Cross University
Publication Details: Higher education, Vol.89, pp.1423-1443
Publisher: Springer Nature
Number of pages: 21
Identifiers: 991013217513702368
Copyright: © The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License. Open Access funding enabled and organized by CAUL and its Member Institutions.
Academic Unit: Office of the PVC (Academic Innovation); Faculty of Business, Law and Arts; Office of the PVC (Academic Quality)
Language: English
Resource Type: Journal article
Local Fields: Original Research - SoLT

Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model

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