Journal of Block and Intensive Learning and Teaching最新文献_第2页

Engaging first year biomedical students with scientific literature via the innovative Perusall online reading platform 通过创新的 Perusall 在线阅读平台让生物医学专业一年级学生接触科学文献

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1340

G. Rajaraman, Neil Fernandes, P. Sinnayah

引用次数: 0

An overview of the Ecology of Block Implementation 区块实施生态学概述

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1345

Anthony Watt, Naomi Dempsey, Andrew Smallridge

{"title":"An overview of the Ecology of Block Implementation","authors":"Anthony Watt, Naomi Dempsey, Andrew Smallridge","doi":"10.15209/jbilt.1345","DOIUrl":"https://doi.org/10.15209/jbilt.1345","url":null,"abstract":"Borte et al (2023) reinforces that “Despite frequent calls for more student-active learning, previous studies continue to report that teaching remains predominantly traditional and teacher-centred”. Higher education (HE) providers have obligations to embrace innovation by implementing new models of delivery that enhance student academic achievement, learning experience satisfaction, and foster societal confidence in the skill sets of the graduates they recruit. The implementation of Block model requires more than a change to the content and design of learning and teaching. It necessitates management driven modifications to student administration, academic calendars, scheduling of assessments and results, and regulatory reporting on student outcomes. When considered within a HE ecological model (Dasma & Jornet, 2016) four domains of criticality exist: Management (M) accountability to lead, and support transition to the Block Model; Administration (A) configured and operationalised to respond quickly to intensive mode delivery; a new Design (D) to foster collaboration and integration between learning designers and academics within multiple class environments; and the revitalisation of pedagogical Delivery (D) in the student facing components to enrich the student learning, teaching and outcome lifecycle. This presentation will provide an overview of university reflections on actualising a MADD framework to successfully implement the Block model.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":"33 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819328","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

Can You Fast Forward Creativity? 你能让创意快进吗？

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-20 DOI: 10.15209/jbilt.1338

Ligia Pelosi, Bethany Blankenship

引用次数: 0

Implementing a new block model teaching approach in nursing and midwifery education - an evaluation 在护理和助产教育中实施新的分块教学模式--一项评估

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-18 DOI: 10.15209/jbilt.1332

Gina Kruger, Susan Phillip, Susan Irvine, Deborah Tyler, Karina Ireland, Karen-Leigh Edward

{"title":"Implementing a new block model teaching approach in nursing and midwifery education - an evaluation","authors":"Gina Kruger, Susan Phillip, Susan Irvine, Deborah Tyler, Karina Ireland, Karen-Leigh Edward","doi":"10.15209/jbilt.1332","DOIUrl":"https://doi.org/10.15209/jbilt.1332","url":null,"abstract":"An Australian university block model teaching approach has provided a unique opportunity to actively engage nursing and midwifery students in their learning. The aim of this evaluation was to explore student learner outcomes within the initial years of national implementation of the innovative block model at a university in the western region of Melbourne. Data presented focuses on student outcomes and learner engagement, informed by active learning pedagogy, for undergraduate nursing and midwifery education. The retrospective evaluation compared key indicators of student learning pre-BM introduction and post-implementation for nursing and midwifery students compared with non-BM students at other Australian universities. Comparisons were also made using national external data sets like the Student Experience Survey and National Employability Survey. Students were enrolled in higher education programs and completed their studies in the BM. Data strongly demonstrates that implementation of the BM in nursing and midwifery programs resulted in improvements in learner engagement, program retention rates, and pass rates. Improvements were also noted in graduate outcomes and an increase in full-time graduate employment. The results suggest the BM is a promising new teaching approach in nursing and midwifery education, with potential benefits for learner engagement, student retention in programs, and pass rates.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824890","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

Block Model Teaching- a Style of Teaching that Encourages Student-Centred Learning for Students Majored in Building Surveying 积木式教学--鼓励建筑测量专业学生以学生为中心学习的教学方式

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-18 DOI: 10.15209/jbilt.1333

Le Li, Nima Izadyar, Shuo Chen, Darryl O'Brien

{"title":"Block Model Teaching- a Style of Teaching that Encourages Student-Centred Learning for Students Majored in Building Surveying","authors":"Le Li, Nima Izadyar, Shuo Chen, Darryl O'Brien","doi":"10.15209/jbilt.1333","DOIUrl":"https://doi.org/10.15209/jbilt.1333","url":null,"abstract":"A student-centred learning approach generally refers to a teaching method that shifts the focus of instruction from teachers to students. The student-centred learning approach for students who majored in building surveying includes encouraging students to work collaboratively through group discussion and project-based learning (Agumba et al., 2014; Heo et al., 2010). This is particularly important for these students who must apply their knowledge in the dynamic construction environment. However, despite its advantages, student-centred learning faces challenges, including lecturers' difficulties in class management and the longer time required for students to achieve curriculum outcomes. The Block Model (BM) teaching method, which involves condensing subjects into shorter periods and breaking the total enrolled students into different blocks for teaching and management, is an efficient way to overcome these limitations. This paper compared student-centred learning strategies for two subject units designed to build surveying students in traditional mode (2016-2018) to the BM approach (2018-2024). After ethics approval, the results of the Student Evaluation of Unit (SEU) are compared between the traditional and BM approaches. On average, the overall satisfaction rate for the selected two subjects for the BM approach is 1.1 and 2.2, higher than that of the traditional mode.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825719","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

Supports to increase participation and success in block model in today's economic climate in the Bachelor of Early Childhood Teaching 在当今的经济环境下，为提高幼儿教育学士课程的参与度和学业成功率提供支持

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-18 DOI: 10.15209/jbilt.1327

Sarah Jobson, Sophia Stirling, Nicole Bourke, Lisa Showers

{"title":"Supports to increase participation and success in block model in today's economic climate in the Bachelor of Early Childhood Teaching","authors":"Sarah Jobson, Sophia Stirling, Nicole Bourke, Lisa Showers","doi":"10.15209/jbilt.1327","DOIUrl":"https://doi.org/10.15209/jbilt.1327","url":null,"abstract":"Exploring the challenges of accessing higher education for diverse student populations amidst today's economic landscape and considering university access and participation as a social justice issue, we embraced the opportunity to examine our image of the student and consider how to increase university access and participation. Workforce shortages in early childhood education are exacerbated when Diploma-qualified educators take time off to study, impacting the delivery of quality early childhood education to Victoria’s children and women's workforce participation. Innovation was required to design course content, assessment, and delivery to support student success in life, study, and career. This panel presentation brings together the voices of course designers, lecturers, and students in Victoria University’s Bachelor of Early Childhood Teaching, sharing the components of the course that have supported their success. We continue to examine our image of the student as we consider consistent staffing for the development of relationships, leading to a deeper understanding of students' lived experience of caring, working, and studying simultaneously. We have found that lecturer support, partnerships with the Victorian Government and employers, class times, peer support networks, and assessment design and timing all support student access, participation, and success.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824440","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

Students’ psycho-social perspectives on Victoria University’s (VU) First Year College® (FYC); a mixed method analysis 学生对维多利亚大学（VU）一年级学院®（FYC）的社会心理观点；混合方法分析

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-18 DOI: 10.15209/jbilt.1331

L. Konjarski, Bert Oraison, John Weldon, Andrew Smallridge

{"title":"Students’ psycho-social perspectives on Victoria University’s (VU) First Year College® (FYC); a mixed method analysis","authors":"L. Konjarski, Bert Oraison, John Weldon, Andrew Smallridge","doi":"10.15209/jbilt.1331","DOIUrl":"https://doi.org/10.15209/jbilt.1331","url":null,"abstract":"The aim of this presentation is to detail the research undertaken to investigate the success of the First Year College ® (FYC) in relation to students’ psycho-social indicators such as; sense of belonging, wellbeing and stress, connectedness to the University and College, academic and social capital. This research will be used to further enhance the strategic objectives of the FYC and in turn, improve the student experience. A battery of questionnaires included demographic. To address the Belonging domain, the ‘Sense of belonging’ used at Imperial College London Yorke (2016) was deployed. Furthermore, the study utilised the College Social-Emotional Crossroads Inventory (Garriott et al., 2020) and the College Self-efficacy instrument (Solberg et al., 1993). Students from all across all disciplines in their first year of study were asked to respond to questionnaires at the end of their first year. Additionally students were invited to participate in an interview (approx. 10 participants). The interviews contained a total of 5 open-ended questions pertaining to the student experiences and perceptions. Interviews were recorded, transcribed and thematically analysed (Clarke et al., 2015). Preliminary findings indicate students’ high level of confidence facing academic demands as well as satisfaction with academic staff and their connection to the FYC.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825861","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

Designing and delivering Embedded Immersive Learning Sessions (ELIS) within the VU Block Model® delivery 在 VU Block Model® 教学模式下设计和提供嵌入式沉浸式学习课程 (ELIS)

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-18 DOI: 10.15209/jbilt.1329

Craig Kappes

{"title":"Designing and delivering Embedded Immersive Learning Sessions (ELIS) within the VU Block Model® delivery","authors":"Craig Kappes","doi":"10.15209/jbilt.1329","DOIUrl":"https://doi.org/10.15209/jbilt.1329","url":null,"abstract":"This article will provide a reflective case study to examine and demonstrate how Embedded Immersive Learning Sessions (EILS) can be effectively programmed within a Block or modular unit/subject deliveries to promote enduring understanding as described in Hansen (2011); Wiggins and McTighe (2005) while supporting Active Learning as defined in Brame (2016). This case study will also aim to describe how EILS’s can assist with delivering complex HE and VE “Outcomes Driven” pedagogies as mentioned in Crespo et al. (2010) that may target workplace and industry related skills and knowledge. Embedded Immersive Learning Sessions (EILS) are experiences that can be facilitated in situ, or replicate “authentic” and “real” conditions as described in Boud (2022). The Teaching and Learning Activities (TLAs) and/or Assessment Tasks (ATs) associated with (EILS) may also assist with cultivating a “Learner Centred Environment” as outlined in Bransford (1999). This case study will be referring to two units/subject delivered at Victoria University within the First Year College and are part of the School or Outdoor Leadership and Outdoor Environmental Science. Both SOL units contain HE and VE outcomes that provide knowledge and skills required in subsequent units/subjects contained in these degrees as well as in relevant industry workplaces.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823988","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

Achieving student success in Nursing and Midwifery through Clinical Learning Tools 通过临床学习工具实现护理和助产专业学生的成功

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-18 DOI: 10.15209/jbilt.1326

Karina Ireland, Bianca Rohlje, Caglayan Yasan, Gina Kruger

引用次数: 0

"Blockwise Brilliance: Harnessing Evidence-Based Professional Learning for Teaching Excellence" "全向辉煌：利用循证专业学习促进卓越教学"

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-18 DOI: 10.15209/jbilt.1330

L. Konjarski, Marc C-Scott

{"title":"\"Blockwise Brilliance: Harnessing Evidence-Based Professional Learning for Teaching Excellence\"","authors":"L. Konjarski, Marc C-Scott","doi":"10.15209/jbilt.1330","DOIUrl":"https://doi.org/10.15209/jbilt.1330","url":null,"abstract":"This presentation delves into the role of evidence-based professional learning in elevating quality of learning and teaching practices within higher education institutions, with a specific focus on block mode institutions. Anchored in primary academic sources (Sinnayah et al., 2023; Merry & Weldon, 2023), through a lens of the Professional Learning Program at Victoria University, this presentation aims to discern the multifaceted benefits of carefully constructed and intuitional-focused professional Learning initiatives for academic staff. Results collected from participants that have completed the induction program will be analysed to ascertain the impact of the induction program (and PL) on teaching in block. We will look at both the immediate post induction results and reflective data collected some months after the completion of the program. This presentation will focus on identifying key principles and best practices that emerge from the evidence, offering a comprehensive understanding of how evidence-based professional learning contributes to enhanced teaching practices in these unique educational settings. By fostering a culture of evidence-based practice among academic staff in these settings, higher education institutions can ensure their readiness to meet the challenges of the future and uphold a commitment to delivering high-quality, transformative education in the unique context of block mode delivery.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826738","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