Preprint
Supporting the Academic Success of Students from Equity Backgrounds in Higher Education Through an Immersive Block Model
Social Science Research Network (SSRN), Vol.Series Paper No.9
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
16/06/2023
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Abstract
Students from recognised equity groups in higher education (HE) face a variety of challenges that influence access, participation and success. Emerging research suggests that immersive scheduling approaches that engage students in shorter teaching periods, with fewer concurrent units than traditional semester models, may be one way that universities can improve their teaching practices to better meet the needs of these students. This paper investigates this potential by reporting on how an immersive scheduling model has affected the academic success and satisfaction of students from a range of equity backgrounds at a regional, public Australian university. Inferential statistical tests compared equity students’ academic performance (N = 30,108) and satisfaction (N = 8,896) in a 6-week immersive model and a 13-week trimester model. Statistically significant improvements in success were observed for students identified as low socio-economic status, first-in-family, regional/remote, Indigenous, or with a disability, with improvements particularly pronounced for the latter two student groups. Satisfaction remained stable for all groups except for regional/remote students, whose satisfaction declined to a small but statistically significant extent. Overall, this study indicates that providing the conditions for students to have more focused, active and flexible study experiences can make a significant positive difference to the academic success of students from various equity backgrounds in HE.
Details
- Title
- Supporting the Academic Success of Students from Equity Backgrounds in Higher Education Through an Immersive Block Model
- Creators
- Thomas Roche - Southern Cross UniversityLiz Goode - Southern Cross UniversityErica Wilson - Southern Cross UniversityJohn McKenzie - Southern Cross University
- Publication Details
- Social Science Research Network (SSRN), Vol.Series Paper No.9
- Series
- Southern Cross University Scholarship of Learning and Teaching Research Paper Series
- Publisher
- Elsevier
- Identifiers
- 991013128413702368
- 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