Time on task in intensive modes of delivery

Kuiper, Alison; Solomonides, Ian; Hardy, Lara

doi:10.1080/01587919.2015.1055058

Cited by 17 publications

(12 citation statements)

References 11 publications

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“…These VU Block Model design and implementation principles are confirmed by Kuiper et al (2015) in their work on IMD and compressed courses. Further to their study, they advised focusing on the student cohort and encouraging commitment right at the start, motivating students through clear design and presentation, incorporating scaffolded, well-sequenced assessments and using learning technologies effectively.…”

Section: Tablementioning

confidence: 56%

Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University

Samarawickrema

Cleary

2021

SUCCESS

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This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the institution-wide strategy to expand opportunity and enhance success for all.

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Section: Tablementioning

confidence: 56%

Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University

Samarawickrema

Cleary

2021

SUCCESS

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“…Lutes and Davies (2013;, in particular, comprise analyses of very large datasets, described in more detail below. In addition to comparative studies, there are also studies exploring teachers' perspectives (Kuiper, Solomonides & Hardy, 2015), students' perspectives (Scott, 2003), and pedagogical and design elements (Male et al, 2017;Marques, 2012;Wlodkowski, 2003) including very recently developed bestpractice guides for intensive education in Australia (Male et al, 2016).…”

Section: Alternative Delivery Modesmentioning

confidence: 99%

“…Research investigating teacher and student perceptions, as well as pedagogical and design principles, highlight features that are important in an intensive-mode curriculum. A small sample of Australian teachers with a successful track record of delivering intensives reported the units worked best when they were flexibly structured to meet student needs, fitted with the students life context, encouraged commitment and engagement early, made expectations clear, scaffolded and sequenced assessment, were blended and made use of interactive online tools, and where teachers were available to students almost all of the time (Kuiper, Solomonides & Hardy, 2015).…”

Section: Alternative Delivery Modesmentioning

confidence: 99%

Re-building the first year experience, one block at a time

McCluskey

Weldon

Smallridge

2019

SUCCESS

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For many years, universities around the world have been developing and enhancing the First Year Experience (FYE), with a view to improving retention, performance and student satisfaction. This feature practice report outlines a strategic initiative, launched in 2018 at Victoria University in Melbourne, Australia that aims to transform the experience of Victoria University’s first-year students on an unprecedented scale. This unique model reconceptualises the design, structure and delivery of first year units of study in order to deliver a program that deliberately focuses on students’ pedagogical, transition and work/life balance needs. This initiative required the disruption and redevelopment of all university systems to ensure students experience a supportive and seamless transition into, and journey through, their first year of study at university.

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“…Therefore, adaptation of teaching methods according to the mode of delivery appears critical for course quality and student success. Kuiper, Solomonides, and Hardy (2015) also emphasised that organising teaching and learning through intensive modes of delivery may require different approaches to curriculum development and pedagogy compared to traditional course planning and delivery, especially when the intensive delivery utilises online technologies. The key components of an online course comprise of the learning management system, the course content or curriculum, and the learning design.…”

Section: Literature Reviewmentioning

confidence: 99%

A comparative study on the traditional and intensive delivery of an online course: design and facilitation recommendations

Vlachopoulos¹,

Jan²,

Lockyer³

2019

Research in Learning Technology

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In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students' final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success.

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Time on task in intensive modes of delivery

Cited by 17 publications

References 11 publications

Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University

Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University

Re-building the first year experience, one block at a time

A comparative study on the traditional and intensive delivery of an online course: design and facilitation recommendations

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