Preprint
Creating the Conditions for Student Success: The Impact of an Immersive Block Model at an Australian University
Social Science Research Network (SSRN), Vol.Series Paper No.10
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
06/09/2023
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Abstract
Immersive or block teaching models have attracted increasing interest in recent years among higher education (HE) providers. Such delivery models aim to provide students with a more focused learning experience, where they complete fewer simultaneous units over shorter periods of time than in traditional trimesters. There is an ongoing need for longitudinal data across disciplines to evidence the effectiveness of these non-traditional forms of learning. The study on which this paper is based reports on the impact of a transformative 6-week immersive block approach, the Southern Cross Model, on undergraduate students at a public Australian university. Specifically, the study addresses a core research question: What are the impacts of the Southern Cross Model on student outcomes, their achievement rates and satisfaction? To address this, achievement (N = 27,528) and satisfaction (N = 7,924) retrospective observations across one year of traditional trimester delivery and two years of immersive block delivery were collected. Inferential statistical tests were used to compare results across the two delivery models, as well as with control groups that stayed in the traditional model. Outcomes were explored for domestic undergraduates overall, as well as internal, external, commencing and continuing students, first, second and third-year units, and four discipline groups: Business and Arts, Education, Health, and Science and Engineering. Results demonstrate that the immersive block model has had a statistically significant positive impact on students’ academic success. Satisfaction was statistically lower relative to the previous, trimester model, but remained high in relation to both overall unit satisfaction overall teaching satisfaction. The findings also indicate that the immersive block model may have an “uplift effect” on student success, reducing gaps between lower-performing and higher-performing cohorts. Stronger improvements in student success were also 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.
Details
- Title
- Creating the Conditions for Student Success: The Impact of an Immersive Block Model at an Australian University
- Creators
- Erica Wilson - Southern Cross UniversityThomas Roche - Southern Cross UniversityElizabeth Goode - Southern Cross UniversityJohn McKenzie - Southern Cross University
- Publication Details
- Social Science Research Network (SSRN), Vol.Series Paper No.10
- Series
- Southern Cross University Scholarship of Learning and Teaching Research Paper Series
- Publisher
- Elsevier
- Number of pages
- 28
- Identifiers
- 991013139411902368
- Academic Unit
- Faculty of Business, Law and Arts; Office of the PVC (Academic Innovation); Office of the PVC (Academic Quality)
- Language
- English
- Resource Type
- Preprint
- Local Fields
- Original Research - SoLT