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Block teaching and student outcomes in Information Technology: Evidence from an Australian university
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Block teaching and student outcomes in Information Technology: Evidence from an Australian university

Ali Reza Alaei, Reza Ghanbarzadeh, Elizabeth Goode, Ruitao Feng and Haifeng Shen
SSRN, Vol.Series Paper No. 59
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
15/07/2026
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Abstract

immersive scheduling block model student success student satisfaction information technology
This study investigates the impact of an immersive block teaching model on student learning outcomes in Information Technology (IT) courses at an Australian university, following the transition from a traditional 13-week semester to a six-week block model. Using a convergent mixed-methods design, the study analyses institutional data (2019-2025) on success rates, Grade Point Averages (GPA), and student satisfaction, alongside qualitative insights from student focus groups. Quantitative results demonstrate substantial and sustained improvements in student success rates, GPA, and satisfaction across both undergraduate and postgraduate IT cohorts. Preliminary qualitative findings help explain these improvements by identifying cohesive curriculum design, authentic and industry-relevant learning, and clear teaching with timely feedback as key pedagogical conditions supporting student learning in the block model. Together, the quantitative and qualitative findings suggest that the immersive block model can substantially improve student outcomes when these pedagogical conditions are effectively implemented. The pedagogical principles identified are likely to be transferable to similar higher education settings. The study provides new insights into how block delivery shapes student learning and offers guidance for implementing block models in IT and other higher education desciplines.

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