The impact of timetable changes on student achievement and learning experiences

“Yes, the type of student supervision matters, but what about the placement structure?” - A critical realist review of block and integrated practice learning models within pre-registration nursing programmes

“…The integrated model is also variously known as the 'distributed', [37,38] 'non-block', [3,10] 'part-time', [31,39] 'protracted placement' [40] or 'weekly' practicum. [18,32] It involves PRN nursing students experiencing both academic and clinical learning during almost every week of an identified period during their programme; normally spending one or two days in clinical placement per week and the rest of their time in academic study.…”

“…It is claimed the framework also offers increased scope for the same teaching staff to contribute to both academic and practice activities, further integrating student learning, and may help to optimise the use of placement capacity. This approach, however, may make placements harder to schedule (especially if the same number of practicum hours are to be achieved) and concurrently exposes students to the demands of practice and academic learning; [19,32,38,40,41] thereby increasing the risk that programme demands become unmanageable for the student.…”

“…Moreover, learners 'studying within this new schedule showed little inclination to adjust their learning strategies to accommodate the timetable and workload changes' and so the author recommended that students exposed to distributed practice learning should first be assisted to develop self-regulated learning skills if they are to effectively engage with both theory and practice learning. [38] 3.5 Directly relevant research -support for the integrated model…”

Students’ and teachers’ perceptions and experiences of course scheduling in undergraduate sports sciences program: An Ethiopian case study

“…Many believe that student engagement is an essential aspect of transformative learning (Tadesse, Manathunga et al 2018). Given this view of learning, the role of higher-education teachers is changing (Phillips 2005) from that of a subject expert acquainted with ways to transmit knowledge to that of a professional equipped with effective pedagogical skills to facilitate the learning of all students across different modes of delivery, frequency of timetable and scheduling formats (Aldaghir 2017;Reinke 2018). However, teachers' pedagogical practices are not only a function of teacher competencies, but also the product of curriculum intent that requires that teachers should engage in pre-specified activities to achieve learning objectives (Tadesse & Melese 2016).…”

“…There is little emphasis on the qualitative research, which addresses the lived experiences, perspectives and views of those who are affected (Lee & Horsfall 2010). Qualitative investigations, however, provide detailed descriptions of students' and teachers' views in their own words, complex analyses of their perspectives (Creswell 2012) and specific experiences of different (major, supportive and general) courses that shape student experiences with the course schedule (Reinke 2018). Moreover, qualitative inquiry offers the opportunity to involve undergraduate students and their teachers, which enhances the validity of student and teacher views and experiences, as they are uncontaminated by outsiders' perspectives (Colclasure et al 2018;Lee & Horsfall 2010).…”