Achieving Success in Post-Graduate Studies: A Qualitative Exploration of Staff Experiences Transitioning from Traditional to Block Mode Delivery in an Australian University
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| Title: | Achieving Success in Post-Graduate Studies: A Qualitative Exploration of Staff Experiences Transitioning from Traditional to Block Mode Delivery in an Australian University |
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| Language: | English |
| Authors: | Doris Testa (ORCID |
| Source: | Innovations in Education and Teaching International. 2025 62(1):203-215. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Block Scheduling, Success, Foreign Countries, Flexible Scheduling, College Faculty, Teaching Experience, Graduate Students, Graduate Study, Student Experience, Flipped Classroom, Time Management, Faculty Workload, Educational Change, Program Implementation, Barriers |
| Geographic Terms: | Australia |
| DOI: | 10.1080/14703297.2024.2305943 |
| ISSN: | 1470-3297 1470-3300 |
| Abstract: | Responding to student demand for flexibility in the delivery of classes as well as the potential barriers and enabling factors supporting student success, universities have introduced distinctive educational models, including replacing the standard 12-week, sequential delivery of units of study with 4- or 8-week blocks of one or two units at a time (Block Model). Most Block Model delivery and evaluation has been at the undergraduate level. The aim of this study was to investigate, via individual interviews, university staff experiences of teaching the Block Model at the postgraduate level. Staff affirmed that the Block Model resulted in high levels of engagement in teaching and learning; effective learning management systems; and up-to-date, engaging, and problem-based module design. However, staff also recognised the timetabling of units for students who were employed or had family commitments, and the cognitive burden carried by time-poor staff. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458209 |
| Database: | ERIC |
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| Abstract: | Responding to student demand for flexibility in the delivery of classes as well as the potential barriers and enabling factors supporting student success, universities have introduced distinctive educational models, including replacing the standard 12-week, sequential delivery of units of study with 4- or 8-week blocks of one or two units at a time (Block Model). Most Block Model delivery and evaluation has been at the undergraduate level. The aim of this study was to investigate, via individual interviews, university staff experiences of teaching the Block Model at the postgraduate level. Staff affirmed that the Block Model resulted in high levels of engagement in teaching and learning; effective learning management systems; and up-to-date, engaging, and problem-based module design. However, staff also recognised the timetabling of units for students who were employed or had family commitments, and the cognitive burden carried by time-poor staff. |
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| ISSN: | 1470-3297 1470-3300 |
| DOI: | 10.1080/14703297.2024.2305943 |
