‘Block teaching’ – exploring lecturers’ perceptions of intensive modes of delivery in the context of undergraduate education
‘Block teaching’ – exploring lecturers’ perceptions of intensive modes of delivery in the context of undergraduate education
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“分块教学”——探讨本科教育背景下讲师对强化授课模式的看法
DOI：
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发表时间：
2020
影响因子：
2.3
通讯作者：
Valerie O’Gorman
中科院分区：
文献类型：
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作者：
Laura Dixon;Valerie O’Gorman
摘要本文评估了英格兰西北部一所大学旅游管理本科学位课程第一年教学内容的变化。从传统的半月化模式转变为缩短的、时间密集的模块，在三周的时间内一次交付一个，为期两天(每天六个小时)。这是为了回应学生的反馈和对学生成绩的担忧而实施的。尽管有限，但先前的研究表明，密集授课形式可以提高参与度、出勤率和成就，特别是在来自不同入学途径的学生中。尽管很明显，分组教学的效果在很大程度上依赖于教学人员，并给他们带来了新的压力，但很少有研究探讨这些影响。相反，这里的焦点是教职员工的看法。定性的方法是使用匿名的在线问卷，在一整年的分组教学后完成。研究结果表明，尽管大多数讲师发现分组教学使他们能够更有效地管理自己的时间，但随着时间的推移，分组教学对学生的出勤率产生了负面影响，随后阻碍了深度学习。建议全面整合评估，并使用一个密集的单元来协助过渡，以帮助克服这些问题。
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.