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ERIC Number: EJ1415603
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: EISSN-1470-3300
The Impact of Immersive Scheduling on Student Learning and Success in an Australian Pathways Program
Elizabeth Goode; Suzi Syme; Johanna E. Nieuwoudt
Innovations in Education and Teaching International, v61 n2 p263-275 2024
Immersive scheduling engages students in one or two subjects at a time over short teaching periods. While there is incipient evidence that immersive delivery can heighten academic outcomes in undergraduate education, much less is known about its effectiveness in pathways or access programs. This exploratory mixed-methods study investigated how a 6-week immersive model influenced academic performance and success in an Australian pathways program. Analysis of final grades (N = 6,613) over two years revealed a highly statistically significant improvement in success rates in the immersive model. Particularly strong gains were observed for students studying online and students aged 40 and over. Focus group participants indicated three elements of the immersive model that supported their learning and success: a manageable study load; a converged, media-rich and aligned curriculum; and opportunities for respectful and dialogic interactions. These attributes were linked with enhanced focus, confidence, independence and critical thinking.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A