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The Block: A catalyst for ongoing innovation.

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Title: The Block: A catalyst for ongoing innovation.
Authors: Konjarski, Loretta1 loretta.konjarski@vu.edu.au, Weldon, John1 john.weldon@vu.edu.au, Ashley, Susan2 sashley@coloradocollege.edu, Freeman, Traci3 tfreeman@endicott.edu, Shanata, Jai2 jshanata@cornellcollege.edu
Source: Journal of University Teaching & Learning Practice. 2023, Vol. 20 Issue 4, p1-19. 21p.
Subject Terms: *Experiential learning, *Working hours, *School schedules, *School dropout prevention, *Academic achievement, *Preparedness, Research questions, Success
Abstract: This paper will contribute to our understanding of the Block, its pedagogical rationale and value, and explain why, apart from pandemic conditions, these might constitute a compelling alternative to traditional academic calendars. Current research highlights the need for further research on the nature of the Block, driven by an increased global focus on student outcomes and retention in Higher Education. This paper offers five case studies from institutions that have adopted a version of the Block at some time over the last 50 years. The authors seek to define the features that comprise block courses whereas the nature and functionality distinguish blocks from other intensive formats. A survey of the limited literature on this topic was based on theoretical underpinnings offered by one-course-at-a-time delivery, scholarship of teaching and learning on compressed education, and experiential learning. Using the research question, “Other than scheduling alternatives, what does the block offer HE institutions?”, this project uses research that is qualitative in nature drawing on a controlled comparison of case studies which enables a cross-institutional evaluation. The case studies explain why each institution adopted the Block, how these schedules work, and discusses the challenges and affordances of teaching in this intensive format. First findings of this cross-institutional exploration suggest that blocks are unique in their delivery, often experiential in nature, and effective in their outcomes. The various versions of the Block described within, provide ongoing transformative models of teaching philosophy, curriculum, student success, and more. [ABSTRACT FROM AUTHOR]
Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: The Block: A catalyst for ongoing innovation.
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  Data: <searchLink fieldCode="AR" term="%22Konjarski%2C+Loretta%22">Konjarski, Loretta</searchLink><relatesTo>1</relatesTo><i> loretta.konjarski@vu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Weldon%2C+John%22">Weldon, John</searchLink><relatesTo>1</relatesTo><i> john.weldon@vu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Ashley%2C+Susan%22">Ashley, Susan</searchLink><relatesTo>2</relatesTo><i> sashley@coloradocollege.edu</i><br /><searchLink fieldCode="AR" term="%22Freeman%2C+Traci%22">Freeman, Traci</searchLink><relatesTo>3</relatesTo><i> tfreeman@endicott.edu</i><br /><searchLink fieldCode="AR" term="%22Shanata%2C+Jai%22">Shanata, Jai</searchLink><relatesTo>2</relatesTo><i> jshanata@cornellcollege.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2023, Vol. 20 Issue 4, p1-19. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Working+hours%22">Working hours</searchLink><br />*<searchLink fieldCode="DE" term="%22School+schedules%22">School schedules</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropout+prevention%22">School dropout prevention</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br /><searchLink fieldCode="DE" term="%22Research+questions%22">Research questions</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink>
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  Data: This paper will contribute to our understanding of the Block, its pedagogical rationale and value, and explain why, apart from pandemic conditions, these might constitute a compelling alternative to traditional academic calendars. Current research highlights the need for further research on the nature of the Block, driven by an increased global focus on student outcomes and retention in Higher Education. This paper offers five case studies from institutions that have adopted a version of the Block at some time over the last 50 years. The authors seek to define the features that comprise block courses whereas the nature and functionality distinguish blocks from other intensive formats. A survey of the limited literature on this topic was based on theoretical underpinnings offered by one-course-at-a-time delivery, scholarship of teaching and learning on compressed education, and experiential learning. Using the research question, “Other than scheduling alternatives, what does the block offer HE institutions?”, this project uses research that is qualitative in nature drawing on a controlled comparison of case studies which enables a cross-institutional evaluation. The case studies explain why each institution adopted the Block, how these schedules work, and discusses the challenges and affordances of teaching in this intensive format. First findings of this cross-institutional exploration suggest that blocks are unique in their delivery, often experiential in nature, and effective in their outcomes. The various versions of the Block described within, provide ongoing transformative models of teaching philosophy, curriculum, student success, and more. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=164399177
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        Value: 10.53761/1.20.4.13
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      – SubjectFull: Preparedness
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      – SubjectFull: Research questions
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      – SubjectFull: Success
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      – TitleFull: The Block: A catalyst for ongoing innovation.
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              Text: 2023
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