Health Students' Experiences in an Innovative University Teaching Model: The Good, the Bad, the Challenging
Journal of university teaching & learning practice, Vol.23(1)
26/02/2026
3
While universities worldwide transitioned online for necessity, many now continue blended or online programs due to growing interest. Higher education is also exploring innovative intensive learning and teaching models. One example is the Southern Cross Model (SCM), promoting focused learning using immersive teaching, active learning, and guided learning to encourage autonomy and promote community. An anonymous online survey explored international and domestic health students’ experience of the SCM, identifying current satisfaction with and self-confidence in learning and subjective perception of the SCM. A total 105 students completed the survey, 69.5% domestic (n=73) and 30.5% international (n=32). Domestic students reported significantly greater learning satisfaction (Mdn = 25.00) than international students (Mdn = 20.50; U = 701.50, z = -3.46, p <.001), as well as higher self-confidence than international students (Domestic Mdn = 36.00; International Mdn = 32.00; U = 862.00, z = -2.15, p = .032). All students acknowledged the intensity and challenge of the SCM, but international students found it more overwhelming and isolating. In contrast, domestic students reported enhanced motivation and engagement. These findings emphasise student experiences in intensive teaching pedagogies are evaluated, providing a foundation for tailored support programs supporting all students to thrive in new educational approaches.
- Health Students' Experiences in an Innovative University Teaching Model: The Good, the Bad, the Challenging
- Jena Buchan - Southern Cross UniversityMichelle Bissett - Southern Cross UniversityIndianna Laing - Southern Cross UniversityYa-Ling Huang - University of Southern QueenslandJacky Zhang - Southern Cross UniversityElizabeth Emmanuel - Southern Cross UniversityFiona Naumann - Southern Cross University
- Journal of university teaching & learning practice, Vol.23(1)
- University of Wollongong; Launceston
The authors disclose that they have no actual or perceived conflicts of interest. The authors disclose that they have not received any funding for this manuscript beyond resourcing for academic time at their respective university. The authors have not used artificial intelligence in the ideation, design, or write-up of this research as per Crawford et al. (2023) . The authors confirm that they have met the ethical standards expected as per Purvis & Crawford (2024) . The authors list the following CRediT contributions: Buchan: Conceptualisation (equal) ; Investigation (lead) ; Project administration (lead) ; Supervision (lead) ; Writing-original draft (lead) ; Writing-review and editing (equal) . Bissett: Conceptualisation (equal) ; Data curation (supporting) ; Formal analysis (equal) ; Writing-review and editing (equal) ; formal analysis (lead) ; Writing-review and editing (equal) . Laing: Conceptualisation (supporting) ; Investigation (supporting) ; Data curation (lead) ; Formal analysis (equal) ; Writing-original draft (supporting) . Huang: Methodology (supporting) ; Investigation (supporting) ; Writing-original draft (supporting) ; Writing-review and editing (equal) . Zhang: Conceptualisation (equal) ; Resources; Writing-review and editing (equal) . Emmanuel: Methodology (supporting) ; Investigation (supporting) ; Writing-review and editing (equal) . Naumann: Conceptualisation (equal) ; Formal analysis (equal) ; Supervision (supporting) ; Writing-review and editing (equal) .
- 991013357073502368
- Allied Health and Midwifery; SCU International; Nursing; Faculty of Health
- English
- Journal article
- Original Research - SoLT