Supporting the Academic Success of Underrecognised Higher Education Students through an Immersive Block Model
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| Title: | Supporting the Academic Success of Underrecognised Higher Education Students through an Immersive Block Model |
|---|---|
| Language: | English |
| Authors: | Thomas Roche (ORCID |
| Source: | Higher Education Research and Development. 2025 44(3):721-735. |
| 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: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Achievement, College Students, Disproportionate Representation, Minority Group Students, Block Scheduling, Low Income Students, First Generation College Students, Indigenous Populations, Students with Disabilities, Inclusion, Foreign Countries, Rural Areas |
| Geographic Terms: | Australia |
| DOI: | 10.1080/07294360.2024.2424157 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | Immersive block models are an innovative approach to higher education (HE) that engage students over shorter periods of study than traditional semesters and aim to improve students' academic success through a more focused and active learning experience. These models may be of particular benefit for HE students from cohorts that are historically underrecognised. We investigate this potential by comparing academic achievement (N = 30,108) outcomes for minoritised student groups in a six-week immersive block model and a traditional 13-week model at a public Australian university. Statistically significant improvements in academic success were observed for students identified as low socio-economic status, first-in-family, regional/remote, Indigenous, and registered with a disability, with improvements particularly pronounced for the latter two student groups. This case study indicates that immersive block models providing the conditions for more focused and active education can significantly enhance the academic achievement of underrecognised students. Immersive block models can contribute towards the important goal of developing more inclusive HE. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503535 |
| Database: | ERIC |
| Abstract: | Immersive block models are an innovative approach to higher education (HE) that engage students over shorter periods of study than traditional semesters and aim to improve students' academic success through a more focused and active learning experience. These models may be of particular benefit for HE students from cohorts that are historically underrecognised. We investigate this potential by comparing academic achievement (N = 30,108) outcomes for minoritised student groups in a six-week immersive block model and a traditional 13-week model at a public Australian university. Statistically significant improvements in academic success were observed for students identified as low socio-economic status, first-in-family, regional/remote, Indigenous, and registered with a disability, with improvements particularly pronounced for the latter two student groups. This case study indicates that immersive block models providing the conditions for more focused and active education can significantly enhance the academic achievement of underrecognised students. Immersive block models can contribute towards the important goal of developing more inclusive HE. |
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| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2024.2424157 |
