Supporting the academic success of underrecognised higher education students through an immersive block model

Abstract

ABSTRACT Immersive block models are an innovative approach to higher education (HE) that engage students over shorter periods of study than traditional semesters and aim to improve students’ academic success through a more focused and active learning experience. These models may be of particular benefit for HE students from cohorts that are historically underrecognised. We investigate this potential by comparing academic achievement (N = 30,108) outcomes for minoritised student groups in a six-week immersive block model and a traditional 13-week model at a public Australian university. Statistically significant improvements in academic success were observed for students identified as low socio-economic status, first-in-family, regional/remote, Indigenous, and registered with a disability, with improvements particularly pronounced for the latter two student groups. This case study indicates that immersive block models providing the conditions for more focused and active education can significantly enhance the academic achievement of underrecognised students. Immersive block models can contribute towards the important goal of developing more inclusive HE.