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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 0000-0002-3736-7100), Erica Wilson (ORCID 0000-0003-4768-3251), Elizabeth Goode (ORCID 0000-0001-8966-7853), John W. McKenzie (ORCID 0000-0002-7720-3493)
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
FullText Text:
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  Data: Supporting the Academic Success of Underrecognised Higher Education Students through an Immersive Block Model
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  Data: <searchLink fieldCode="AR" term="%22Thomas+Roche%22">Thomas Roche</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3736-7100">0000-0002-3736-7100</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erica+Wilson%22">Erica Wilson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4768-3251">0000-0003-4768-3251</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Goode%22">Elizabeth Goode</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8966-7853">0000-0001-8966-7853</externalLink>)<br /><searchLink fieldCode="AR" term="%22John+W%2E+McKenzie%22">John W. McKenzie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7720-3493">0000-0002-7720-3493</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2025 44(3):721-735.
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  Data: 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
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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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="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/07294360.2024.2424157
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  Data: 0729-4360<br />1469-8366
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1503535
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        Value: 10.1080/07294360.2024.2424157
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      – Text: English
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Block Scheduling
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      – SubjectFull: Low Income Students
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Inclusion
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Rural Areas
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      – SubjectFull: Australia
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      – TitleFull: Supporting the Academic Success of Underrecognised Higher Education Students through an Immersive Block Model
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