‘Block teaching’ – exploring lecturers’ perceptions of intensive modes of delivery in the context of undergraduate education

Dixon, Laura; O’Gorman, Valerie

doi:10.1080/0309877x.2018.1564024

Cited by 33 publications

(31 citation statements)

References 19 publications

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“…• IMD can be used to ease students into university learning: Following a study of lecturers' perceptions of IMD in an undergraduate program that enrolled non-traditional learners, Dixon and O'Gorman (2019) suggested that teaching just one subject in block form at the start of a semester could allow students to "ease" into university learning by allowing them to focus on just a single subject (p. 7).…”

Section: Positive Learning Issuesmentioning

confidence: 99%

“…• Potentially offer minimal learning: Dixon and O'Gorman (2019) also found that the IMD structure of block delivery in the degree that they studied led to teaching of only the subject basics. Thus, students achieved only minimal learning.…”

Section: Negative Learning Issuesmentioning

confidence: 99%

“…Despite this rising popularity, however, researchers state that providers need greater knowledge about how to effectively deliver education in compressed formats. As Dixon and O'Gorman (2019) reported, "research into …[IMD] is relatively limited in comparison to other innovative approaches to curriculum design and implementation" (p. 2).…”

Section: Introductionmentioning

confidence: 99%

“…This paper consists of a literature review of empirical studies conducted on face-to-face IMD formats available since 2006. The paper builds upon the work of Davies (2006) who published a review of face-to-face IMD formats in the tertiary education sector that authors writing on this topic frequently cite (e.g., Dixon & O'Gorman, 2019;Hesterman, 2015;Crispin, Hancock, Male, Baillie, Macnish, Leggoe, Ranmuthugala, & Alam, 2016). Davies' (2006) review defined IMD, outlined where different types of IMD are practiced, reviewed literature on IMD including empirical studies, discussed issues in interpreting data from the empirical studies, and outlined IMD learning issues.…”

Section: Introductionmentioning

confidence: 99%

“…Although block-mode teaching can refer to subjects that are run on a daily basis for more than sixty minutes as in some high schools (Davies, 2006), some researchers now use this term interchangeably with the terms compressed or intensive mode delivery (e.g. Dixon & O'Gorman, 2019). Burton and Nesbit (2002) noted that the literature describes great variety in what researchers refer to as compressed or intensive mode delivery.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Highly Intensive Teaching in Tertiary Education

Mitchell

Brodmerkel

2021

Stagnancy Issues and Change Initiatives for Global Education in the Digital Age

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This chapter provides a critical review of recently published empirical papers on highly intensive teaching in higher education. Highly intensive teaching refers to subjects taught face-to-face in four weeks or less. Building upon and extending an influential review of intensive mode delivery (IMD) in higher education by Davies in 2006, this literature review confirms the observation made by several scholars investigating IMD that despite the increasing popularity of this form of delivery, rigorous and methodologically robust research into the benefits and challenges of this form of pedagogy is still in its infancy. By applying cognitive learning theory, this chapter discusses the circumstances under which intensive mode teaching is likely to be most effective and outlines potential avenues for further research.

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Section: Positive Learning Issuesmentioning

confidence: 99%

Section: Negative Learning Issuesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Highly Intensive Teaching in Tertiary Education

Mitchell

Brodmerkel

2021

Stagnancy Issues and Change Initiatives for Global Education in the Digital Age

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The Post-pandemic Future: Possible Scenarios for Liberal Arts Colleges

Jung¹

2023

Crossing Cultures: Liberal Learning for a World in Flux

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Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model

Wilson,

Roche,

Goode

et al. 2024

High Educ

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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.

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‘Block teaching’ – exploring lecturers’ perceptions of intensive modes of delivery in the context of undergraduate education

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 33 publications

References 19 publications

Highly Intensive Teaching in Tertiary Education

Highly Intensive Teaching in Tertiary Education

The Post-pandemic Future: Possible Scenarios for Liberal Arts Colleges

Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model

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