Health Students' Experiences in an Innovative University Teaching Model: The Good, the Bad, the Challenging

Abstract

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.