Show simple item record

dc.contributor.authorTurner, Rebecca
dc.contributor.authorCotton, D
dc.contributor.authorDanvers, E
dc.contributor.authorMorrison, D
dc.contributor.authorKneale, P
dc.date.accessioned2023-11-02T13:46:03Z
dc.date.available2023-11-02T13:46:03Z
dc.identifier.issn1449-9789
dc.identifier.urihttps://pearl.plymouth.ac.uk/handle/10026.1/21552
dc.description.abstract

This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students’ transition to university. Adopting an immersive approach is associated with considerable change as academic staff adapt their practice to accommodate the compressed time frame of modules and embrace learning and assessment methods associated with this delivery format. In this study, we undertook semi-structured interviews with 17 academics who were leading the development and delivery of immersive modules or supporting the teaching and learning initiative. Our data indicated that academics played a significant role in the acceptance or rejection of the vision for immersive scheduling. Acceptance was reliant on academics recognising value in the vision, and this varied depending on the extent to which it resonated with local practice. In some cases, the move to immersive scheduling represented a valued opportunity to update pedagogic and assessment practices. However, in other contexts, academic resistance led to dilution of key elements of the vision, with compliance rather than innovation being the outcome. This study also highlights the value of using a combination of module delivery formats to mitigate recognised drawbacks associated with immersive delivery. We conclude this paper by proposing recommendations to support the future development of immersive scheduling in higher education institutions.

dc.publisherUniversity of Wollongong
dc.titleExploring Academic Perspectives on Immersive Scheduling in a UK University
dc.typeJournal Article
plymouth.journalJournal of University Teaching and Learning Practice
plymouth.organisational-group|Plymouth
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA
plymouth.organisational-group|Plymouth|Users by role
plymouth.organisational-group|Plymouth|Users by role|Academics
plymouth.organisational-group|Plymouth|PS - Library and Academic Development
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA|UoA23 Education
dcterms.dateAccepted2023-09-30
dc.date.updated2023-11-02T13:46:03Z
dc.rights.embargodate2024-02-16


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV