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The Success, Satisfaction and Experiences of International Students in an Immersive Block Model

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Title: The Success, Satisfaction and Experiences of International Students in an Immersive Block Model
Language: English
Authors: Elizabeth Goode, Thomas Roche, Erica Wilson, Jacky Zhang, John W. McKenzie
Source: Journal of University Teaching and Learning Practice. 2024 21(2).
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: 28
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Success, Student Satisfaction, Student Experience, Foreign Students, Block Scheduling, Foreign Countries, Student Attitudes, Academic Achievement, Intellectual Disciplines, Differences, Distance Education, In Person Learning, Undergraduate Students
Geographic Terms: Australia
ISSN: 1449-9789
1449-9789
Abstract: Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413728
Database: ERIC
FullText Links:
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  Data: The Success, Satisfaction and Experiences of International Students in an Immersive Block Model
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  Data: <searchLink fieldCode="AR" term="%22Elizabeth+Goode%22">Elizabeth Goode</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+Roche%22">Thomas Roche</searchLink><br /><searchLink fieldCode="AR" term="%22Erica+Wilson%22">Erica Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22Jacky+Zhang%22">Jacky Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22John+W%2E+McKenzie%22">John W. McKenzie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+University+Teaching+and+Learning+Practice%22"><i>Journal of University Teaching and Learning Practice</i></searchLink>. 2024 21(2).
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  Data: 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/
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  Data: 28
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 1449-9789<br />1449-9789
– Name: Abstract
  Label: Abstract
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  Data: Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.
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  Data: EJ1413728
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Success
        Type: general
      – SubjectFull: Student Satisfaction
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Block Scheduling
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Differences
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      – SubjectFull: Distance Education
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      – SubjectFull: In Person Learning
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Australia
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      – TitleFull: The Success, Satisfaction and Experiences of International Students in an Immersive Block Model
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