The Block: A Catalyst for Ongoing Innovation
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| Title: | The Block: A Catalyst for Ongoing Innovation |
|---|---|
| Language: | English |
| Authors: | Konjarski, Loretta, Weldon, John, Ashley, Susan, Freeman, Traci, Shanata, Jai, Yamanishi, Meghan, Lotz, Erin, Gilde, Christian, Ganzel, Alice |
| Source: | Journal of University Teaching and Learning Practice. 2023 20(4). |
| Availability: | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Block Scheduling, Educational Benefits, Case Studies, Time Factors (Learning), Affordances, Curriculum Implementation, Learner Engagement, Delivery Systems, Experiential Learning, Universities, Foreign Countries |
| Geographic Terms: | Colorado, Iowa, Arizona, Montana, Australia |
| ISSN: | 1449-9789 1449-9789 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1393633 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1449-9789 1449-9789 |
