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

ABSTRACT

A multidisciplinary Australian University introduced a block model of blended, sequential 4-week blocks to first-year students. This natural experiment compares the inaugural block and two prior cohorts on satisfaction and performance (n = 15,989 satisfaction and n = 86,545 assessment observations). Mixed effect cross-classified models with comprehensive controls, moderation and sensitivity testing show substantial increases in performance, especially for equity groups important in an expanding sector: low-socio-economic and prior academic achievement, non-English-speaking background. Effects on satisfaction were small with increases in teaching satisfaction but decrement in course satisfaction, especially perceived reasonable workload. Discipline consistently moderated effects and units that redesigned assessments offset some decline in course satisfaction. New models of higher education may support improved outcomes.

KEYWORDS:

• Block mode
• intensives
• student satisfaction
• assessment outcomes
• equity indicators

View correction statement:

Correction

Acknowledgement

We thank the Connected Learning and Data Insights Departments for supporting the research, Ms. Leisa Franklin for extracting assessment design data, the authors of all R packages utilised, and individuals consulted during manuscript preparation, specifically: Profs. Ian Solominides and Andrew Smallridge, Mx. Trish McCluskey, and A/Prof. Maxwell Winchester.

Disclosure statement

Authors 1, 2 and 4 are employed by the University that is the site of the intervention. No other conflicts of interest are present.

Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (http://dx.doi.org/10.1080/03075079.2020.1861717)

Notes

1 Higher education terminology varies. In this paper, ‘unit’ refers to a single subject, ‘course’ refers to all study comprising an entire qualification, ‘tutorial’ refers to classroom-based learning, which typically takes the form of a seminar or workshop. For further detail, see the Australian Qualifications Framework.

2 Dual sector is a term in Australian Higher Education indicating the institution offers courses in both Vocational Education and Training, and at university-level. Further information on Australian Higher Education is in Supplementary Materials, section Appendix C.

3 Australian Tertiary Admission Rank (ATAR) is the culminating academic ranking score gained in secondary school, used to prioritise university placements in Australia for those applying through that system. Direct applicants to university who have no ATAR score have risen in line with the expansion of the sector.