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‘Block teaching’ – exploring lecturers' perceptions of intensive modes of delivery in the context of undergraduate education

Dixon, L and O'Gorman, V (2019) ‘Block teaching’ – exploring lecturers' perceptions of intensive modes of delivery in the context of undergraduate education. Journal of Further and Higher Education. ISSN 0309-877X

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Abstract

This article evaluates changes in teaching delivery during the first year of an undergraduate Tourism Management degree programme at a university in the North West of England. Moving from traditional semesterised mode, delivery was changed to shortened, time-intensive modules delivered one at a time, for two full days (six hours per day) over a three-week period. This was implemented in response to student feedback and concerns regarding student outcomes. Albeit limited, previous research suggests that intensive forms of delivery can improve engagement, attendance and attainment, particularly amongst students from diverse entry pathways. Although it is clear that the efficacy of block teaching relies heavily on – and creates new pressures for – teaching staff, little research has explored those impacts. Here instead, the perceptions of teaching staff were the focus. A qualitative approach was taken using an anonymous, online questionnaire, completed following one full year of block teaching. Findings suggest that, although most lecturers found that block teaching enabled them to manage their time more effectively, as the year progressed, block teaching negatively affected student attendance and subsequently hampered deep learning. Fully-integrated placement of assessment and use of one intensive module to aid transition was recommended to help overcome these issues.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 13 Feb 2019, available online: http://www.tandfonline.com/10.1080/0309877X.2018.1564024
Uncontrolled Keywords: 1301 Education Systems
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: School of Sport Studies, Leisure and Nutrition
Publisher: Taylor & Francis (Routledge)
Date Deposited: 18 Mar 2019 09:15
Last Modified: 18 Mar 2019 11:00
DOI or Identification number: 10.1080/0309877X.2018.1564024
URI: http://researchonline.ljmu.ac.uk/id/eprint/10351

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