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Enhancing student success for the ‘new majority’ in higher education through immersive block model learning
Journal article   Open access   Peer reviewed

Enhancing student success for the ‘new majority’ in higher education through immersive block model learning

Erica Wilson, Thomas Roche and Elizabeth Goode
Innovations in education and teaching international, Vol.First online, pp.1-14
11/07/2025
DOI: https://doi.org/10.1080/14703297.2025.2532055
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Enhancing student success for the ‘new majority'View
Published (Version of record)CC BY-NC-ND V4.0,  Open

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Abstract

immersive scheduling block model student success online learning new majority inclusive education
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.

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