The impact of immersive scheduling on student learning and success in an Australian pathways program

ABSTRACT

Immersive scheduling engages students in one or two subjects at a time over short teaching periods. While there is incipient evidence that immersive delivery can heighten academic outcomes in undergraduate education, much less is known about its effectiveness in pathways or access programs. This exploratory mixed-methods study investigated how a 6-week immersive model influenced academic performance and success in an Australian pathways program. Analysis of final grades (N = 6,613) over two years revealed a highly statistically significant improvement in success rates in the immersive model. Particularly strong gains were observed for students studying online and students aged 40 and over. Focus group participants indicated three elements of the immersive model that supported their learning and success: a manageable study load; a converged, media-rich and aligned curriculum; and opportunities for respectful and dialogic interactions. These attributes were linked with enhanced focus, confidence, independence and critical thinking.

KEYWORDS:

• Immersive scheduling
• block model
• student success
• pathways programs
• enabling education
• active learning

Geolocation information

-28.81929988229826, 153.2998814937162

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Pathway programs are commonly referred to as enabling (https://enablingeducators.org/) or foundation and bridging (https://fabenz.org.nz/) programs in Australia and New Zealand. Elsewhere, they may also be known as access programs (www.accesstohe.ac.uk/) and developmental education (https://ccrc.tc.columbia.edu/research/developmental-education.html).

2. Fail was recorded if a student submitted at least one assessment item but did not achieve a passing grade; Absent Fail was recorded if a student did not withdraw and did not submit any assessments; and Withdrawn Fail was recorded if a withdrawal was actioned after Census Date.

3. The full semi-structured guide is available from the first author upon request.

4. Although some students identified as neither male nor female, numbers were not large enough for a meaningful analysis.

Additional information

Notes on contributors

Elizabeth Goode

Elizabeth Goode is lead editor of Southern Cross University’s scholarship of learning and teaching paper series and is researching the impact of immersive delivery models in higher education.

Suzi Syme

Suzi Syme is Associate Dean (Education) SCU College and specialises in designing curriculum and pedagogy for pathway programs in Higher Education.

Johanna E. Nieuwoudt

Johanna E. Nieuwoudt specialises in the curriculum design and delivery of higher education pathway courses for students in high school (Year 12), pre-award programs, and diplomas.