Journal of Block and Intensive Learning and Teaching最新文献

University academics’ experiences of participating in collaborative peer observation learning circles 大学学者参与同行协作观察学习圈的经验

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-22 DOI: 10.15209/jbilt.1309

P. Sinnayah, T. Ambler, John Weldon, L. Konjarski, Kathy Tangalakis, Andrew Smallridge

引用次数: 0

The Block in the Field: Intensive Out-of-Classroom Experiences 实地街区：课外强化体验

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1343

Laura Straus, Christian Gilde, Michelle Prawer, Thomas Yeager

{"title":"The Block in the Field: Intensive Out-of-Classroom Experiences","authors":"Laura Straus, Christian Gilde, Michelle Prawer, Thomas Yeager","doi":"10.15209/jbilt.1343","DOIUrl":"https://doi.org/10.15209/jbilt.1343","url":null,"abstract":"While the value of using college field trips is generally well established (Larsen, Walsh, Almond, & Myers, 2017), the roles field trips play in intensive scheduling models is less clear. The purpose of this presentation is to examine the extent to which block field trips constitute authentic generative learning opportunities for students (Ashley, 2021) and effective curricular choices for instructors. The various types of field trips featured in this research are situated within the context of work integrated learning (WIL) (Sachs, Rowe, & Wilson, 2016). The theoretical frame utilized to structure this work integrated learning discussion is the WIL Framework developed by Campbell et al. (2019) which encompasses four domains of practice: the student experience, curriculum design, institutional requirements, and stakeholder engagement. The methodology is grounded in case study methods, supported by the interpretivist approaches used in phenomenography (Hajar, 2021). The work examines four types of field trips as case studies which are analyzed according to their contexts, strengths, challenges, opportunities, and risks. Initial results of this research reveal that, when considering field trips within the block model, faculty preparation, disciplinary accessibility to field excursions, administrative expectations, student commitment, and user-friendliness of field trip sites need to be considered.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":"75 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It Was Good Talking with You: Student Perspectives from an International Collaboration 与你交谈很愉快国际合作中的学生视角

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1339

Michelle Prawer, Miranda Zent

{"title":"It Was Good Talking with You: Student Perspectives from an International Collaboration","authors":"Michelle Prawer, Miranda Zent","doi":"10.15209/jbilt.1339","DOIUrl":"https://doi.org/10.15209/jbilt.1339","url":null,"abstract":"This presentation explores experiential learning beyond the boundaries of a physical classroom and the impact of micro international student learning experiences. Students from classes at each university prepared a shared assignment that explored the meaning, purpose, and imperative of creative arts education which they explored in a combined class over Zoom. Using Kolb’s Experiential Learning Cycle (2015) as a theoretical framework, we will present data taken from student responses to this experience and share possible implications for creating international learning opportunities through the block model. Student responses indicate that this experience deepened the perceived significance of the subject; recognition of national problems relating to Creative Arts Education assumed a more global significance, and the need for solutions became more urgent. Some students also reported that the experience significantly challenged their assumptions about foreign students. Faculty observed that while the block model enhanced opportunity for learning collaboration, it also presented some inherent impediments for effective implementation of international learning, for which we propose possible solutions.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":"43 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The building blocks for successful group-work experiences in intensive learning environments 在强化学习环境中成功开展小组合作的基本要素

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1336

Steven J. O’Bryan, Samuel T. Howe

{"title":"The building blocks for successful group-work experiences in intensive learning environments","authors":"Steven J. O’Bryan, Samuel T. Howe","doi":"10.15209/jbilt.1336","DOIUrl":"https://doi.org/10.15209/jbilt.1336","url":null,"abstract":"The rapid pace of intensive learning programs creates challenges for students to establish effective cooperative learning strategies that facilitate learning in group-work scenarios (Vreven et al., 2007). 235 first-year university students completed surveys following the same group-work task (inquiry-based learning assessment) implemented for three different topics (one week apart). Five key elements of cooperative learning (positive interdependence, face-to-face interaction, individual accountability, interpersonal skills, and group/self-evaluation) and students’ perceived learning (rating of competency and challenge) were evaluated on a 7-point Likert scale. Skilling’s Mack test evaluated if repetition of the same group task influenced ratings of cooperative learning. Further, multiple linear regression assessed the relationship between students’ perceived learning and cooperative learning elements. Interpersonal skills and group/self-evaluation rated higher than positive interdependence (both p < 0.001), accountability (both p < 0.001) and face-to-face interaction (both p < 0.001) and was not influenced by task repetition (p > 0.05). Students perceived competency increased when group/self-evaluation was higher (β = 1.15, p < 0.001), and studen ts perceived challenge was lower when accountability was higher (β = -0.87, p < 0.01). Educators who incorporate group-work activities in intensive learning programs should implement targeted strategies for increasing student accountability and group/self-evaluation to maximize learning potential.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":"70 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enabling Field Trips in the Block 在区块内开展实地考察

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1341

Kathleen Raponi, Stephen Bigger, Domenico Caridi, Thomas Yeager, Kris Vingrys

{"title":"Enabling Field Trips in the Block","authors":"Kathleen Raponi, Stephen Bigger, Domenico Caridi, Thomas Yeager, Kris Vingrys","doi":"10.15209/jbilt.1341","DOIUrl":"https://doi.org/10.15209/jbilt.1341","url":null,"abstract":"Field trips are one method of creating a memorable experience for students and bridging the gap of learning between knowledge that is acquired in the classroom and real-world practices (Krakowka, 2012). Previous studies have examined field trips as an experiential learning experience, the benefits they can provide and have provided some insight into the use of field trips from a particular discipline perspective (Larsen et al., 2017). An empirical study was conducted to identify the academic perceptions of why the designers of some block-delivered units have implemented a field trip, whereas, others have not. Academics who participated in the study were from various first-year discipline areas including – Arts, Law, Science, Health, Education, and Engineering. The study reveals those factors academics consider to be enablers, thus providing opportunities to facilitate a field trip and factors that academics consider to be hurdles which, in turn, could be barriers preventing field trips from proceeding. Given the general agreement that field trips are beneficial to students, the insights gained in this study can be used to develop strategies to overcome the barriers and encourage the wider implementation of field trips.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student satisfaction in a 6-week immersive block model: Exploring the impact of transitions 学生对为期 6 周的沉浸式教学模式的满意度：探索过渡的影响

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1342

Thomas Roche, Erica Wilson, E. Goode

{"title":"Student satisfaction in a 6-week immersive block model: Exploring the impact of transitions","authors":"Thomas Roche, Erica Wilson, E. Goode","doi":"10.15209/jbilt.1342","DOIUrl":"https://doi.org/10.15209/jbilt.1342","url":null,"abstract":"There are equivocal results for student satisfaction in immersive block models in the literature (Goode et al., 2023a, 2023b; Loton et al., 2022; Wilson et al., 2023). This may be due in part to the newness of these non-traditional forms of learning for both staff and students in many contexts. In this presentation, we explore the notion of a “transition effect” on student satisfaction in a 6-week immersive block model delivered across all disciplines at a regional, public Australian university. Unit and teaching feedback results were analysed for students who began their programs in the new model, and those who transitioned partway. Focus groups were also conducted with 69 students representing both groups. Findings indicate that satisfaction is substantially lower for “transitioned” students than “new” students. However, we also find evidence of strong improvements to satisfaction for both groups over time, as the model becomes less “new” for both staff and students. This study takes a novel approach to investigating student satisfaction in immersive block learning, and also has implications for how to manage and evaluate major curriculum reform in higher education.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":"79 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International Postgraduate Student Experiences of Block Mode Delivery 国际研究生对整班授课模式的体验

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1334

Chunxiao Liu, A. Watt, Ian Solomonides, Melissah Thomas

{"title":"International Postgraduate Student Experiences of Block Mode Delivery","authors":"Chunxiao Liu, A. Watt, Ian Solomonides, Melissah Thomas","doi":"10.15209/jbilt.1334","DOIUrl":"https://doi.org/10.15209/jbilt.1334","url":null,"abstract":"This qualitative study delves into the impact of the trademarked VU Block Model® on international post-graduate students' educational experiences, aiming to discern its influence on student engagement, satisfaction, and academic achievement. Utilizing a phenomenological approach, the research examines the perceptions of eight international students enrolled in both traditional and block mode units of study. Thematic analysis of interview transcripts reveals five key themes: Assessment, Academic Engagement, Information Assimilation Time, Intensive Learning and Teaching, and Mode Preference. Notably, the structure of assessments emerges as a significant factor influencing stress levels and academic outcomes. The intensive learning and teaching theme highlights the efficiency and intensity of the VU Block Model®, leading to improved academic results. Despite the accelerated learning pace in block mode, small class sizes positively impact student engagement. While block mode is generally favored for its focused content delivery, individual preferences vary. Overall, this study provides critical insights into how block and traditional semester delivery modes affect international post-graduate students' learning and teaching experiences, with implications for curriculum design, teaching methodologies, and student engagement enhancement within higher education. Limitations include the specificity of the cohort and the small sample size, which warrant further investigation.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":"124 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From reflective practice to critical reflective practice on the block 从街区反思实践到批判性反思实践

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1335

Carajane Millar, Hayley Dell’Oro, Laura Chahda, Samar Alamawi

引用次数: 0

‘It Changed My Thinking Around, Okay, What Is Really Key?’: Academic Voices of Delivering Intensive Teaching in Higher Education 它改变了我的思维，好吧，什么才是真正的关键？在高等教育中开展强化教学的学术心声

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1344

M. Thomas, A. Muscat, A. Zuccolo, Carla Luguetti, A. Watt

{"title":"‘It Changed My Thinking Around, Okay, What Is Really Key?’: Academic Voices of Delivering Intensive Teaching in Higher Education","authors":"M. Thomas, A. Muscat, A. Zuccolo, Carla Luguetti, A. Watt","doi":"10.15209/jbilt.1344","DOIUrl":"https://doi.org/10.15209/jbilt.1344","url":null,"abstract":"This work extends existing research on intensive teaching in higher education, addressing a literature gap concerning academic perceptions and experiences of delivering intensive teaching in higher education. Examining academics’ opinions on benefits and challenges of block model delivery, contextualised to VU’s Block Model®, qualitative data was gathered through semi-structured interviews with nine participants. Thematic data analysis revealed three themes, interrelated and threaded with both benefits and challenges. First, intensive and focused elements of functionality and experience were evident. Second, relational aspects of teaching influenced learning. Third, learning in the intense format was closely linked to and influenced by the assessment program. Drawing upon current findings and existing literature, this paper encourages further exploration of academics’ perceptions to investigate the transformative potential of block practices on teachers’ pedagogical approaches and support high quality learning and teaching in intense and block modes of delivery.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":"110 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of critical thinking, satisfaction with teaching and learning and preparation for clinical placement among Undergraduate Nursing and Nursing/Midwifery students 评估本科护理和护理/助产专业学生的批判性思维、对教学和学习的满意度以及对临床实习的准备情况

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1337

Abdi D Osman, Caglayan Yasan, Susan Phillip, Karina Ireland, Caroline Cooper-Blair, Kelli Wain, Renju Joseph, Bianca Rohlje, Christopher Saunders, Kim Cabral, Mary Carolan, Karen-Leigh Edward

引用次数: 0