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

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.