Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model

Abstract

One Australian public university is radically changing the way it delivers higher education, introducing a 6-week immersive scheduling delivery model across all units and courses. Despite the emerging success of block and immersive models for raising the performance of diverse student cohorts, the design factors underpinning positive outcomes are underexplored. This paper presents a mixed methods study of the impact and value of student engagement with interactive and responsive online content modules and synchronous classes in an immersive scheduling model. The findings indicate that behavioural engagement with online learning modules has a positive effect on academic success and is a significant predictor of a higher final score. Qualitative data indicate several attributes of high-quality online learning modules that students appear to associate with engagement and deeper learning in the immersive model: interactivity, media richness, constructive alignment, flexibility and responsiveness. Synchronous class attendance did not impact final scores; however, students nonetheless valued the opportunity to form safe and supportive communities of inquiry during classes. This study demonstrates that in times of increasing demand for more flexible learning, immersive scheduling models that are founded on active learning principles and embed interactive, responsive, media-rich online learning modules can improve student engagement and performance. Implications for practice or policy: Higher education practitioners should integrate interactive, responsive, media-rich and constructively aligned online learning modules into curricula. Synchronous active learning classes that create safe communities of inquiry should be offered alongside options for asynchronous participation. Low levels of engagement with online learning modules should prompt follow-up from educators to raise engagement and bolster academic achievement. Immersive delivery models are effective curriculum innovations that, when designed with interactive online modules, can support improved academic achievement.

Improving the Academic Performance and Mental Health of Non-Traditional University Students Through a Shorter Delivery Model: Exploring the Impact of the Southern Cross Model

“…Some studies found no differences between SDMs and TDMs in terms of academic performance (Ho & Polonsky, 2009;Simunich, 2016), while other studies indicate that SDMs may lead to increased academic performance (Goode et al, 2021;McCluskey et al, 2020;Samarawickrema & Cleary, 2021;Walsh et al, 2019). It appears that the increased academic performance in SDMs may be facilitated by the implementation of active learning pedagogy (Goode et al, 2022;Lee & Horsfall, 2010). Some researchers argue that SDMs reduces cognitive load compared to TDMs, as the competing demands from multiple cognitive demands are reduced in SDMs where students focus on less subjects/tasks/assessments (Goode et al, 2021).…”

“…To increase engagement and flexibility, the Southern Cross Model offers students two main forms of learning: up to 20 hours of self-assess learning through interactive online learning materials, complemented by three hours of active learning experience in scheduled classes per week. Drawing on cognitive load theory, this SDM reduces the number of concurrent subjects and consequentially allow students to focus on fewer assessments at any one point in time than in the TDM (Goode et al, 2022). Drawing on active learning pedagogy, this SDM requires students to complete media-rich, interactive, and responsive online self-access modules and participate in active, guided experiences in classes.…”

Achieving lasting education in the new digital learning world

“…Indeed, learning communities have become a necessity in today's digital world for successful learning (e.g., Tegos et al, 2015), and there is a wide body of research which outlines the numerous benefits to student learning. Similarly, Goode et al (2022) report on a mixedmethods study investigating the impact of student engagement with hybrid learning. Findings from the article report that engagement with the online learning component had a positive effect on academic success.…”

“…The articles in this special issue have demonstrated that learning principles have remained the same, but the means or methods in which these have been applied have adapted to current trends, and these adaptations have necessitated new support structures and standards. For example, the successes of intensive block learning in online courses in enabling students to focus on one or two units at a time have led to substantial and permanent changes being applied to all courses and all units at some universities, including to traditional face-to-face delivery (Goode et al, 2022).…”

“…The papers presented in this special issue all provide examples of online education-related research that supports the development of optimal online education. These include evidence to support the use of creativity in the online classroom (R. C. Anderson et al, 2022), optimal student engagement with online learning (Goode et al, 2022) and the need for students to feel supported in their online learning (Konstantinidou & Nisiforou, 2022). Online education decisions, developments and refinements can be based on practitioner experience as well as general or program-specific research evidence.…”