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Studies in Higher Education Volume 47, 2022 - Issue 6
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Articles

Introducing block mode to first-year university students: a natural experiment on satisfaction and performance

Daniel Lotona Connected Learning, Victoria University, Melbourne, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4106-0555
ORCID Icon,
Cameron Steinb Data Insights, Victoria University, Melbourne, Australia
,
Philip Parkerc Institute for Positive Psychology and Education, Australian Catholic University, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0002-4604-8566
ORCID Icon &
Mary Weavend College of Education, Victoria University, Melbourne, Australia
Pages 1097-1120 | Published online: 13 Nov 2020

Citations (17)

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Read on this site (6)

Elizabeth Goode, Suzi Syme & Johanna E. Nieuwoudt. (2024) The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International 61:2, pages 263-275.
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Elizabeth Goode, Thomas Roche, Erica Wilson & John W. McKenzie. (2024) Student perceptions of immersive block learning: an exploratory study of student satisfaction in the Southern Cross Model. Journal of Further and Higher Education 48:2, pages 153-167.
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Kaye Cleary, Gayani Samarawickrema, Trudy Ambler, Daniel Loton, Thomas Krcho & Trish McCluskey. (2024) Transitioning To Emergency Remote Teaching In A Block Model Curriculum: A Case Study Of Academics’ Experiences In An Australian University. British Journal of Educational Studies 72:1, pages 63-84.
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Gayani Samarawickrema, Kaye Cleary, Daniel Loton, Trudy Ambler & Tomas Krcho. (2023) Academics’ experiences of Block Model assessment during COVID-19: Taking principles-based insights into the future. Innovations in Education and Teaching International 0:0, pages 1-16.
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Elizabeth Goode, Thomas Roche, Erica Wilson & John W. McKenzie. (2023) Implications of immersive scheduling for student achievement and feedback. Studies in Higher Education 48:7, pages 1123-1136.
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Puspha Sinnayah, Trudy Ambler, Kate Kelly, Loretta Konjarski, Kathy Tangalakis & Andrew Smallridge. (2023) Reviewing the literature: Collaborative professional learning for academics in higher education. Innovations in Education and Teaching International 0:0, pages 1-15.
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Articles from other publishers (11)

Trish A. Burton, Sally A. Gauci, Liza M. Heslop & Sharon J. Andrew. (2024) Comparison of the traditional and block mode of delivery on undergraduate nursing students’ perceived levels of preparedness to use evidence-based practice: a two-group experimental study. International Journal of Nursing Education Scholarship 21:1.
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Susan Irvine & Kathy Tangalakis. (2024) An Exploratory Study of Undergraduate Nursing Students’ Experiences of Group Work in Block Model Teaching. Nursing Education Perspectives.
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Hasirumane Venkatesh Mukesh, Vrinda Acharya & Rajasekharan Pillai. (2022) Are extracurricular activities stress busters to enhance students’ well-being and academic performance? Evidence from a natural experiment. Journal of Applied Research in Higher Education 15:1, pages 152-168.
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John Haw, Patrick Gillett & Sharen Nisbet. (2023) Student Satisfaction with Brief Audio Feedback: Support for its Use in an Immersive Teaching Model. SSRN Electronic Journal.
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Elizabeth Goode, Thomas Roche, Erica Wilson & John McKenzie. (2023) An exploratory study of student satisfaction in the Southern Cross Model. SSRN Electronic Journal.
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Paul Kwan, Tayab D. Memon, Saad S. Hashmi, Flemming Rhode & Rajan Kadel. (2022) An Empirical Study of Students’ Perception of and Key Factors Affecting Overall Satisfaction in an Intensive Block Mode and Flipped Classroom. Education Sciences 12:8, pages 535.
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Kaye Cleary, Daniel Loton & Gayani Samarawickrema. 2022. Ethics and the Scholarship of Teaching and Learning. Ethics and the Scholarship of Teaching and Learning 79 94 .
Cristina Checa-Morales, Carmen De-Pablos-Heredero, Yenny Guiselli Torres, Cecilio Barba & Antón García. (2021) Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model. Education Sciences 11:12, pages 820.
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Ben Harkin & Chrissi Nerantzi. (2021) “It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching. International Journal of Management and Applied Research 8:1, pages 18-35.
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Mahsood Shah, Anja Pabel & John T. E. Richardson. 2021. Assessing and Enhancing Student Experience in Higher Education. Assessing and Enhancing Student Experience in Higher Education 1 27 .
Elizabeth Goode, Thomas Roche, Erica Wilson & John McKenzie. (2022) Piloting the Southern Cross Model: Implications of Immersive Scheduling for Student Achievement and Feedback. SSRN Electronic Journal.
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