Abstract:

The transition to online teaching as a result of the COVID-19 pandemic led many Universities to think strategically about the delivery of learning, teaching and assessment and the subsequent implications for student engagement and attainment. This piece of research builds upon literature around ‘immersive scheduling’, referred to as ‘block delivery’ alongside ‘blended learning’ by presenting findings from a mixed methods study of a pilot block and blend delivery approach at one UK University. Qualitative data was collected from 127 students studying on the 24 modules selected for the pilot. Secondary data analysis of outcome data and deferral requests for modules delivered in a traditional format in the academic year 2019/20 were compared to outcome data for modules delivered in a block and blend format in 2020/21. The findings suggest that a block and blend approach has positive implications for attainment, the frequency of deferral applications and leads to self-reported student engagement via a sense of accomplishment, focus and enhanced flexibility. The study highlights the potential of a combined block delivery and blended learning approach in enhancing student experience and attainment.

Keywords:

Block teaching, blended learning, attainment, student experience, widening participation.