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Immersive Learning in a Block Teaching Model: A Case Study of Academic Reform through Principles, Policies and Practice

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Title: Immersive Learning in a Block Teaching Model: A Case Study of Academic Reform through Principles, Policies and Practice
Language: English
Authors: Thomas Roche, Erica Wilson, Elizabeth Goode
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: 31
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Block Scheduling, Educational Change, COVID-19, Pandemics, Curriculum Development, Foreign Countries, College Faculty, Program Implementation, Governance, Administrator Attitudes, Policy Analysis
Geographic Terms: Australia
ISSN: 1449-9789
1449-9789
Abstract: Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413758
Database: ERIC
FullText Links:
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  Data: Immersive Learning in a Block Teaching Model: A Case Study of Academic Reform through Principles, Policies and Practice
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  Data: <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="%22Elizabeth+Goode%22">Elizabeth Goode</searchLink>
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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: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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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: Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: Block Scheduling
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Governance
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Policy Analysis
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Immersive Learning in a Block Teaching Model: A Case Study of Academic Reform through Principles, Policies and Practice
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            NameFull: Thomas Roche
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            NameFull: Erica Wilson
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            NameFull: Elizabeth Goode
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              M: 01
              Type: published
              Y: 2024
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              Value: 1449-9789
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