The impact of immersive scheduling on student learning and success in an Australian pathways program

Abstract

Immersive scheduling engages students in one or two subjects at a time over short teaching periods. While there is incipient evidence that immersive delivery can heighten academic outcomes in undergraduate education, much less is known about its effectiveness in pathways or access programs. This exploratory mixed-methods study investigated how a 6-week immersive model influenced academic performance and success in an Australian pathways program. Analysis of final grades (N = 6,613) over two years revealed a highly statistically significant improvement in success rates in the immersive model. Particularly strong gains were observed for students studying online and students aged 40 and over. Focus group participants indicated three elements of the immersive model that supported their learning and success: a manageable study load; a converged, media-rich and aligned curriculum; and opportunities for respectful and dialogic interactions. These attributes were linked with enhanced focus, confidence, independence and critical thinking.