Exploring Academic Perspectives on Immersive Scheduling in a UK University
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| Title: | Exploring Academic Perspectives on Immersive Scheduling in a UK University |
|---|---|
| Language: | English |
| Authors: | Rebecca Turner, Debby R. E. Cotton, Emily Danvers, David Morrison, Pauline E. Kneale |
| 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: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Faculty, Teacher Attitudes, Block Scheduling, Resistance to Change, Curriculum Development, College Freshmen, College Curriculum |
| Geographic Terms: | United Kingdom |
| ISSN: | 1449-9789 1449-9789 |
| Abstract: | This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students' transition to university. Adopting an immersive approach is associated with considerable change as academic staff adapt their practice to accommodate the compressed time frame of modules and embrace learning and assessment methods associated with this delivery format. In this study, we undertook semi-structured interviews with 17 academics who were leading the development and delivery of immersive modules or supporting the teaching and learning initiative. Our data indicated that academics played a significant role in the acceptance or rejection of the vision for immersive scheduling. Acceptance was reliant on academics recognising value in the vision, and this varied depending on the extent to which it resonated with local practice. In some cases, the move to immersive scheduling represented a valued opportunity to update pedagogic and assessment practices. However, in other contexts, academic resistance led to dilution of key elements of the vision, with compliance rather than innovation being the outcome. This study also highlights the value of using a combination of module delivery formats to mitigate recognised drawbacks associated with immersive delivery. We conclude this paper by proposing recommendations to support the future development of immersive scheduling in higher education institutions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413787 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Academic Perspectives on Immersive Scheduling in a UK University – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rebecca+Turner%22">Rebecca Turner</searchLink><br /><searchLink fieldCode="AR" term="%22Debby+R%2E+E%2E+Cotton%22">Debby R. E. Cotton</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Danvers%22">Emily Danvers</searchLink><br /><searchLink fieldCode="AR" term="%22David+Morrison%22">David Morrison</searchLink><br /><searchLink fieldCode="AR" term="%22Pauline+E%2E+Kneale%22">Pauline E. Kneale</searchLink> – Name: TitleSource Label: Source Group: Src 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). – Name: Avail Label: Availability Group: Avail 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/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 23 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+to+Change%22">Resistance to Change</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1449-9789<br />1449-9789 – Name: Abstract Label: Abstract Group: Ab Data: This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students' transition to university. Adopting an immersive approach is associated with considerable change as academic staff adapt their practice to accommodate the compressed time frame of modules and embrace learning and assessment methods associated with this delivery format. In this study, we undertook semi-structured interviews with 17 academics who were leading the development and delivery of immersive modules or supporting the teaching and learning initiative. Our data indicated that academics played a significant role in the acceptance or rejection of the vision for immersive scheduling. Acceptance was reliant on academics recognising value in the vision, and this varied depending on the extent to which it resonated with local practice. In some cases, the move to immersive scheduling represented a valued opportunity to update pedagogic and assessment practices. However, in other contexts, academic resistance led to dilution of key elements of the vision, with compliance rather than innovation being the outcome. This study also highlights the value of using a combination of module delivery formats to mitigate recognised drawbacks associated with immersive delivery. We conclude this paper by proposing recommendations to support the future development of immersive scheduling in higher education institutions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1413787 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 23 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Block Scheduling Type: general – SubjectFull: Resistance to Change Type: general – SubjectFull: Curriculum Development Type: general – SubjectFull: College Freshmen Type: general – SubjectFull: College Curriculum Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Exploring Academic Perspectives on Immersive Scheduling in a UK University Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rebecca Turner – PersonEntity: Name: NameFull: Debby R. E. Cotton – PersonEntity: Name: NameFull: Emily Danvers – PersonEntity: Name: NameFull: David Morrison – PersonEntity: Name: NameFull: Pauline E. Kneale IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1449-9789 – Type: issn-electronic Value: 1449-9789 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Journal of University Teaching and Learning Practice Type: main |
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