Abstract
Intensive mode delivery (IMD) of subjects and courses offer a flexible option for today’s diverse student body, many of whom juggle work and carer responsibilities alongside study. However, little focus has been placed on the detailed design of IMD for different teaching roles. Responding to a call for science specific data, we investigated students’ and staff perceptions of learning and teaching in IMD undergraduate science subjects. Using data collected via student surveys and teacher interviews, we present our findings through the transition pedagogy framework which will help learning designers and teachers make quality design decisions. We found students and staff identified positive aspects of IMD, such as accelerating progression, high engagement, and smaller class size. The challenges with IMD include the intensity associated with workload. In most subjects, student attainment was higher in IMD compared to standard delivery over a semester. By comparing the perceptions to achievements, we examine the implications for designing positive and effective student learning experiences for IMD in science subjects.
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