Creating the conditions for student success through curriculum reform
The impact of an active learning, immersive block model
Bibliographic Data
| ID | 21325136 |
|---|---|
| Authors | Erica Wilson (0000-0003-4768-3251, Southern Cross University), Thomas Bernard Roche (0000-0002-3736-7100, Southern Cross University), Erich Goode (0000-0001-8966-7853, Southern Cross University, corresponding author), John W Mckenzie (0000-0002-7720-3493, Southern Cross University) |
| Year | 2025 |
| Volume | 89 |
| Issue | 5 |
| Pages | 1423-1443 |
| Publication date | 2025-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-1560 • E-ISSN: 1573-174X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10734-024-01283-1 |
| OpenAlex | W4401650277 |
| Language | EN |
| Citations received | 2 |
| References cited | 64 |
Outcomes in higher education (HE) are influenced by the learning conditions created for students. The traditional model of HE, where students attend content-focused lectures over 12–15-week semesters, may not provide the conditions that best meet the learning needs of increasingly diverse HE cohorts. This study assessed the extent to which an immersive block model, a non-traditional form of HE delivery that employs active learning pedagogy and engages students in shorter, more focused periods of study, might enable higher student achievement and satisfaction compared to a traditional semester model. The study examined achievement ( N = 27,528) and satisfaction ( N = 7924) data from a public Australian university that has moved all coursework units into a 6-week immersive block model. Inferential statistical tests were used to compare results between the traditional semester and immersive block delivery over a 3-year period, as well as with results from control groups that stayed in the traditional model. Results demonstrate that immersive block learning underpinned by an active learning pedagogy has had a statistically significant positive impact on the academic success of various cohorts of undergraduate learners. Stronger improvements in student success were 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. Satisfaction was statistically lower relative to the traditional model, particularly in science and engineering, suggesting a need for further investigation into causes of lower satisfaction in these disciplines
Active learning (machine learning) · Block (permutation group theory) · Block scheduling · Curriculum · Higher education · Mathematics education · Pedagogy · Political science · Artificial Intelligence · Computer Science · Engineering Education and Curriculum Development · Evaluation of Teaching Practices · Innovative Teaching Methods · Mathematics · Psychology
Anatomy of STEM teaching in North American universities
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Student engagement in the educational interface
User's guide to correlation coefficients
Active learning increases student performance in science, engineering, and mathematics
Mapping course innovation in higher education
Transforming lives
The educational purposes of higher education
Authenticity work in higher education learning environments
The use of lectures
The recontextualisation and cultural compatibility of student-centred education
A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society
Doing knowledge work differently
Influence of entry pathway and equity group status on retention and the student experience in higher education
The worldwide trend to high participation higher education
Blended learning and team teaching
From the margins to the mainstream
Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model
Breaking the mould
Implications of immersive scheduling for student achievement and feedback
Introducing block mode to first-year university students
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |