Implications of immersive scheduling for student achievement and feedback

• Published in: Studies in higher education (Dorchester-on-Thames) 2023-07, Vol.48 (7), p.1123-1136
• Main Authors: Goode, Elizabeth, Roche, Thomas, Wilson, Erica, McKenzie, John W.
• Format: Article
• Language: English
• Subjects: Academic Achievement; Active Learning; block model; Block Scheduling; Control Groups; Feedback (Response); Foreign Countries; Higher Education; immersive scheduling; Learning; Nontraditional Education; Pandemics; Pedagogy; Scheduling; School Schedules; student satisfaction; student success; Students; Teaching; Undergraduate Students
• ISSN: 0307-5079; 1470-174X
• DOI: 10.1080/03075079.2023.2184472

Post-pandemic, many universities are seeking ways to better engage students and support them to stay with and succeed in their studies. Immersive scheduling, whereby students complete units over shorter time periods than the traditional 12-15 week semester or trimester, may be a way to do this and improve academic outcomes at scale. This paper focuses on the impact of an immersive scheduling model at a public Australian university where higher education is being delivered over 6-week terms using active learning pedagogy. Student grades (N = 9,655) and unit feedback survey responses (N = 3,267) were collected from a suite of non-award pathways, sub-bachelor and Bachelor units offered in the immersive scheduling model in 2021 and the traditional trimester model in 2019. Results were compared across the two models for commencing, continuing, pathways, undergraduate, on-campus, online and mixed-mode students. Success rates improved in the immersive scheduling model compared to the traditional trimester model to a statistically significant degree for all cohorts, with particularly strong achievement enhancements observed for online students. These improvements exceeded results for a control group of units delivered in the traditional model in both years. Strong improvements in the pathways units, which were delivered using active learning pedagogy before and after the implementation of immersive scheduling, demonstrate that the more focused way of learning created through the model may be an important factor underpinning improved academic success. High levels of unit and teaching satisfaction were maintained in the immersively-scheduled units, indicating that the model supports high student satisfaction.