The Impact of an Immersive Block Curriculum on Student Achievement and Feedback across Disciplines

Thomas Roche; Elizabeth Goode; Erica Wilson

doi:10.53761/s9sab118

Abstract

With greater diversity in student cohorts globally, higher education institutions are seeking innovative curriculum delivery forms which better serve students’ learning needs and improve their learning experiences. Immersive block models are one such innovation that can make a sustained, positive difference to student outcomes, yet their impact across disciplines is underexplored. This study examined student achievement (N = 92,461) and satisfaction (N = 26,298) across nine discipline groups at 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 four years, as well as with results from control groups that stayed in the traditional model. Results demonstrate that the immersive block model was effective for delivering learning across all discipline groups with a statistically significant, positive impact on the academic success of students across seven of the nine discipline groups analysed. Strong improvements in student success were observed in a broad array of subject areas, including Natural and Physical Sciences, Society and Culture, Information Technology, Creative Arts, and Management and Commerce. Satisfaction results statistically improved when compared with the traditional semester model in the discipline areas of Information Technology and Management and Commerce. While such findings are encouraging, further investigation is required into causes of lower satisfaction in other disciplines.

Keywords

Immersive scheduling, block model, student success, curriculum reform, discipline specific teaching.

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Author Biographies

Professor Thomas Roche, Southern Cross University, Australia

Professor Thomas Roche is the Pro Vice-Chancellor (Academic Quality) and Dean of SCU College at Southern Cross University, Australia. Thomas leads the University’s strategic initiatives on the enhancement of education quality, including Curriculum Development, Academic Integrity, the Scholarship of Learning and Teaching, Careers and Industry input into the Curriculum. As Dean, SCU College, he leads staff in providing pathway and cross-curriculum academic support for novice students. He is a specialist in the design, delivery and management of higher education courses and pathways, empowering non-traditional students gain access to and succeed in university study. His primary research interests are in Applied Linguistics (Academic Literacies) and Higher Education (student success).
Dr Elizabeth Goode, Southern Cross University, Australia

Dr Elizabeth (Liz) Goode is a Senior Lecturer in the Academic Portfolio Office and in pathways education at Southern Cross University, Australia. Liz is currently researching the impact of immersive block models on students’ learning and achievement and leads the editorial team for a scholarship of learning and teaching paper series via the Social Science Research Network (SSRN). Liz is the recipient of numerous teaching awards, including an Outstanding Teaching Award and an Australian Office for Learning and Teaching Citation for Outstanding Contribution to Student Learning.
Professor Erica Wilson, Southern Cross University, Australia

Professor Erica Wilson is Pro Vice-Chancellor (Academic Innovation), Dean of The Hotel School and Professor of Tourism at Southern Cross University, Australia. She is co-lead on the design and implementation of the Southern Cross Model, a 6 week, immersive delivery approach that has transformed curriculum, assessment and teaching delivery across the institution. Erica’s publications and research interests lie in the scholarship of teaching and learning, critical pedagogy, gender equity, and in her disciplinary ‘home’ of tourism studies. Erica has previously been awarded an Office for Learning and Teaching Citation for Outstanding Contribution to Student Learning, and a Vice Chancellor's Citation for Outstanding Contribution to Student Learning.