The impact of immersive scheduling on student learning and success in an Australian pathways program

Goode, Elizabeth; Syme, Suzi; Nieuwoudt, Johanna Elizabeth

doi:10.1080/14703297.2022.2157304

Cited by 9 publications

(1 citation statement)

References 28 publications

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“…Therefore, to achieve optimal teaching outcomes, researchers and educators have dedicated a significant amount of effort toward improving the effectiveness of student learning in such online learning environments. For example, Goode et al (2022) propose the adoption of technology-enhanced active learning among nontraditional students. Specifically, the authors document that students in condensed study can develop focus, confidence, critical thinking and independence through a learner-centered design, which promotes interactive and responsive self-access modules.…”

Section: Literature Reviewmentioning

confidence: 99%

Smart choice with smart device: the use of apps in accelerated online education for nontraditional students

Wen,

2024

QAE

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Purpose Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience. Design/methodology/approach This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps). Findings It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase. Originality/value These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

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Section: Literature Reviewmentioning

confidence: 99%

Smart choice with smart device: the use of apps in accelerated online education for nontraditional students

Wen,

2024

QAE

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Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model

Wilson,

Roche,

Goode

et al. 2024

High Educ

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Outcomes in higher education (HE) are influenced by the learning conditions created for students. The traditional model of HE, where students attend content-focused lectures over 12–15-week semesters, may not provide the conditions that best meet the learning needs of increasingly diverse HE cohorts. This study assessed the extent to which an immersive block model, a non-traditional form of HE delivery that employs active learning pedagogy and engages students in shorter, more focused periods of study, might enable higher student achievement and satisfaction compared to a traditional semester model. The study examined achievement (N = 27,528) and satisfaction (N = 7924) data from a public Australian university that has moved all coursework units into a 6-week immersive block model. Inferential statistical tests were used to compare results between the traditional semester and immersive block delivery over a 3-year period, as well as with results from control groups that stayed in the traditional model. Results demonstrate that immersive block learning underpinned by an active learning pedagogy has had a statistically significant positive impact on the academic success of various cohorts of undergraduate learners. Stronger improvements in student success were observed in first-year units compared to second and third-year units, suggesting that the immersive block model may be particularly beneficial for students transitioning into HE. Satisfaction was statistically lower relative to the traditional model, particularly in science and engineering, suggesting a need for further investigation into causes of lower satisfaction in these disciplines.

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Implications of immersive scheduling for student achievement and feedback

Goode

Roche

Wilson

et al. 2023

Studies in Higher Education

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The impact of immersive scheduling on student learning and success in an Australian pathways program

Cited by 9 publications

References 28 publications

Smart choice with smart device: the use of apps in accelerated online education for nontraditional students

Smart choice with smart device: the use of apps in accelerated online education for nontraditional students

Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model

Implications of immersive scheduling for student achievement and feedback

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