Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University

Gayani Samarawickrema,Kaye Cleary

doi:10.5204/ssj.1579

Gayani Samarawickrema, Kaye Cleary

Open Access

https://doi.org/10.5204/ssj.1579

Copy DOI

Journal: Student Success	Publication Date: Mar 15, 2021
Citations: 15	License type: CC BY 4.0

Affiliation: Victoria School of Management

Abstract

This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the institution-wide strategy to expand opportunity and enhance success for all.

Highlights

This article is a sequel to a previously published Feature Practice Report titled Re-building the first year experience, one block at a time (McCluskey et al, 2019) and serves to update the reader on the outcomes of the initiative based on two years of data
These reforms have resulted in increased participation and broader student diversity (Brett & Harvey, 2017) so the sector includes more First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students
The initiative had addressed some critical impediments to passing. This improvement was plainly reflected among NESB, low SES and FiF students as well

Summary

Introduction

This article is a sequel to a previously published Feature Practice Report titled Re-building the first year experience, one block at a time (McCluskey et al, 2019) and serves to update the reader on the outcomes of the initiative based on two years of data. In that practice report the authors, described a university-wide transition experience to service a new generation of learners stimulated by the Dawkins and Bradley reform agendas to promote greater equity in Australian higher education These reforms have resulted in increased participation and broader student diversity (Brett & Harvey, 2017) so the sector includes more First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. Murray (2010) confirms that both NESB and English-speaking background (ESB) students who lack language competency feel anxious, frustrated, and demotivated to engage with the learning process These vulnerable student cohorts, the core of a new generation of learners, are at risk of withdrawing from study as they face more hurdles than their traditional counterparts (Devlin & O'Shea, 2012)

Methods

Results

Discussion

Conclusion