Journal article
Enhancing student success for the ‘new majority’ in higher education through immersive block model learning
Innovations in education and teaching international, Vol.First online, pp.1-14
11/07/2025
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Abstract
Increasing numbers of higher education (HE) students now have substantial work and caring responsibilities. Immersive block models, which engage students in fewer concurrent units of study over shorter timeframes than traditional semesters, may better support success for these ‘new majority’ learners. In this case study, we investigate how a six-week, two-unit-at-a-time immersive block model has affected the academic success and satisfaction of on-campus, online, full-time and part-time students over four years at an Australian university. Results reveal significant success rate improvements for students in immersive blocks, particularly for the ‘new majority’ enrolled online and/or part-time, alongside stable positive satisfaction rates. We posit that these results reflect the benefits of greater focus, shorter time frames, and a refined pedagogy for online learning. The findings have important implications for equity in HE, suggesting that more focused, guided and active learning opportunities can significantly enhance success for those studying part-time and/or online.
Details
- Title
- Enhancing student success for the ‘new majority’ in higher education through immersive block model learning
- Creators
- Erica Wilson - Southern Cross UniversityThomas Roche - Southern Cross UniversityElizabeth Goode - Southern Cross University
- Publication Details
- Innovations in education and teaching international, Vol.First online, pp.1-14
- Publisher
- Routledge
- Identifiers
- 991013296935402368
- Copyright
- © 2025 The Author(s).
- 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