Papers:

S. W. Bigger, D. Caridi and A. J. Smallridge, "Design Process for a First-Year Block-Mode General Chemistry Unit", presented at 256th National Meeting of the American Chemical Society, Boston, USA, 19th – 23rd August, 2018.

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D. Caridi, S. W. Bigger and A. J. Smallridge, "Block-Mode Delivery of Undergraduate Chemistry – Designing the Curriculum", presented at 256th National Meeting of the American Chemical Society, Boston, USA, 19th – 23rd August, 2018.

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Howe, S., Konjarski, L., Oraison, H., & Smallridge, A. Trials, Tribulations & Triumphs of the First Year Model. Students, Transitions, Achievement, Retention & Success (STARS) Conference proceedings.

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T McCluskey, J Weldon, A Smallridge, Re-booting the First Year Experience in Higher Education, HERDSA July 2-5, 2018.

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T McCluskey, J Weldon, A Smallridge, Rebuilding the First-Year Experience, One Block at a Time, STARS 8-11 July 2018.

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A Smallridge, Experiences from the First Block at Victoria University, Keynote speaker, Block Plan Conference, QUEST University, July 17-19, 2018.

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A Smallridge, Imagining Education for the 21st Century, Keynote speaker, D2L Ignite Asia Pacific 2018, Brisbane, September 20, 2018.

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Tangalakis, K. Transforming the First Year Student Learning Experience: Block model and peer support. Department of Physiology, Anatomy and Microbiology, Latrobe University, Annual L&T Symposium, Dec 2018.

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Tangalakis, K. and Howe, S. Revolutionising first year: an innovative block model to improve student engagement and success .Australian Physiological Society, University of Sydney, Nov 2018.

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Tangalakis, K. and Howe, S. Revolutionising the First year in Block Mode. Australian Conference on Science & Mathematics Education, Flinders University, Sept, 2018.

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J Weldon, T. McCluskey, A. Smallridge, Beyond the Classroom: First Year Unit Delivery Reimagined, 43d International Conference on Improving University Teaching, Charles Sturt University, Port Macquarie, Australia, June 27-29, 2018.

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Refereed articles/papers:

 

M. Bevilacqua, M. Milan and M. Lilley, "Towards flexible delivery in engineering education: students’ perception on block teaching delivery," 2022 IEEE Global Engineering Education Conference (EDUCON), 2022, pp. 1279-1284, doi: 10.1109/EDUCON52537.2022.9766381.

 

Buck, E., & Tyrrell, K. (2022). Block and blend: A mixed method investigation into the impact of a pilot block teaching and blended learning approach upon student outcomes and experience. Journal of Further and Higher Education, 0(0), 1–14. https://doi.org/10.1080/0309877X.2022.2050686

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Chau, H.W., Jamei, E. and Li, M., “Block Mode Delivery for Studio Design Teaching in Higher Education.” Innovations in Education and Teaching International (2022): 1-11. https://doi.org/10.1080/14703297.2022.2062031

 

Checa-Morales, C., De-Pablos-Heredero, C., Torres, Y. G., Barba, C., & García, A. (2021). Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model. Education Sciences, 11(12), 820. https://doi.org/10.3390/educsci11120820

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Davies, W. M. (2006). Intensive teaching formats: A review. Issues in Educational Research, 16(1), 1-20. https://tinyurl.com/y8hu7wcp  

 

Dixon, L., & O’Gorman, V. (2020). ‘Block teaching’ – exploring lecturers’ perceptions of intensive modes of delivery in the context of undergraduate education. Journal of Further and Higher Education, 44(5), 583–595. https://doi.org/10.1080/0309877X.2018.1564024

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Goode, E., Roche, T., Wilson, E., & McKenzie, J. (2022). Piloting the Southern Cross Model: Implications of Immersive Scheduling for Student Achievement and Feedback (SSRN Scholarly Paper No. 4154092). https://doi.org/10.2139/ssrn.4154092

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Goode, E., Syme, S., & Nieuwoudt, J. (2021). “I Have a Lot of ‘I’m Doing It’ Moments”: Improving the Success of Non-Traditional Students Through the Southern Cross Model (SSRN Scholarly Paper No. 3973253). https://doi.org/10.2139/ssrn.3973253

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Harkin, B., & Nerantzi, C. (2021). “It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching. International Journal of Management and Applied Research, 8(1), 18–35. https://doi.org/10.18646/2056.81.21-002

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Jackson, J., Tangalakis, K., Hurley, P and Solomonides, I. Inside the “Black Box’’ of the Block Model. National Centre for Student Equity in Higher Education report. 2022 https://www.ncsehe.edu.au/

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Klein, R., Kelly, K., Sinnayah, P., & Winchester, M. (2020). The block model intensive learning at University favours low achieving students. International Journal of Innovation in Science and Mathematics Education, 27(9).

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Kuiper, A., Solomonides, I., & Hardy, L., (2015). Time on task in intensive modes of delivery. Distance Education, 36(2) 231-245. https://tinyurl.com/ydh38nap 

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Kucsera, J., V., & Zimmaro, D., M., (2010) Comparing the effectiveness of intensive and traditional courses. College Teaching, 58 (2) 62-68. https://tinyurl.com/y9trhcy4

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Loton, D., Stein, C., Parker, P., & Weaven, M. (2022). Introducing block mode to first-year university students: A natural experiment on satisfaction and performance. Studies in Higher Education, 47(6), 1097–1120. https://doi.org/10.1080/03075079.2020.1843150

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Luckie, D. B., Aubry, J. R., Marengo, B. J., Rivkin, A. M., Foos, L. A., & Maleszewski, J. J. (2012). Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry. Advances in Physiology Education, 36(4), 325–335. https://doi.org/10.1152/advan.00017.2012

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McCluskey, T., Weldon, J., & Smallridge, A. (2019). Re-building the first year experience, one block at a time. Student Success, 10(1), 1-15. https://doi.org/10.5204/ssj.v10i1.1148

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McCluskey, T., Smallridge, A., Weldon, J., Loton, D., Samarawickrema, G. & Cleary, K. (2020). Building on the VU Block foundations: Results from the inaugural first year cohort. In E. Heinrich and R. Bourke (Eds.), Research and Development in Higher Education: Next generation, Higher Education: Challenges, Changes and Opportunities, 42 (pp 61 – 72).

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Nerantzi, C. and Chatzidamianos, G. (2020), "Moving to Block Teaching during the COVID-19 Pandemic", International Journal of Management and Applied Research, Vol. 7, No. 4, pp. 482-495. https://doi.org/10.18646/2056.74.20-034 

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Oraison, H., Konjarski, L., Young, J., Howe, S., & Smallridge, A. (2020). Staff Experiences of Victoria University’s First Year College during the Implementation of Block Mode Teaching. In P. Merello (Ed.), HEAd'20.

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Petersen, C. I., Baepler, P., Beitz, A., Ching, P., Gorman, K. S., Neudauer, C. L., Rozaitis, W., Walker, J. D., & Wingert, D. (2020). The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It. CBE—Life Sciences Education, 19(2), ar17. https://doi.org/10.1187/cbe.19-04-0079

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Samarawickrema, G., & Cleary, K. (2021). Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University. Student Success, 12(1), 13-23. https://doi.org/10.5204/ssj.1579 

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Samarawickrema. G, Galloway. T, Raponi. K, Everett. G ‘A participatory Evaluation of Transforming First Year LLB into Block Mode’ (2021) 30 (1) Legal Education Review 1.

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Scott, P. A. (2003). Attributes of high-quality intensive courses. New directions for adult and continuing education, 2003 (97), 29-38. https://tinyurl.com/y9sxtlrh 

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Abatihun A. Sewagegn & Boitumelo M. Diale (2021) Modular/Block teaching: practices and challenges at higher education institutions of Ethiopia, Teaching in Higher Education, 26:6, 776-789, DOI: 10.1080/13562517.2019.1681391

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Sidiroglou, F., & Fernandes, N. (2019). The impact of blended learning on student performance in an intensive block mode teaching setting. ICICTE 2019 proceedings.

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Smith, J., Compston, P., Male, S., Baillie, C., & Turner, J., (2016) Intensive mode teaching of a humanitarian engineering course to enhance service-learning. International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 11(2), 38-54 https://ojs.library.queensu.ca/index.php/ijsle/article/view/6394 

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Swain, M. (2016) 'Block teaching and teh three A's: attendance, attainment and attitudes' in Innovations in Practice,  10 (1): 33-38

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Tripodi, N., Kelly, K., Husaric, M, Wospil, R., Fleischmann, M., Johnston, S., & Harkin, K. (2020). The Impact of Three‐Dimensional Printed Anatomical Models on First‐Year Student Engagement in a Block Mode Delivery. Anatomy Science Education. 0:1-9. https://doi.org/10.1002/ase.1958.

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Rebecca Turner, Oliver J. Webb & Debby R.E. Cotton (2021) Introducing immersive scheduling in a UK university: Potential implications for student attainment, Journal of Further and Higher Education, 45:10, 1371-1384, DOI: 10.1080/0309877X.2021.1873252

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University of Suffolk (2021) Block and Blend learning and Teaching: An evaluation of the University of Suffolk pilot of block and blended approaches to learning and teaching, University of Suffolk,  

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Wlodkowski, R. J. (2003) Accelerated learning in colleges and universities. New directions for adult and continuing education, 2003 (97), 5-16. https://tinyurl.com/y955mmem 

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Winchester, M., Klein, R. and Sinnayah, P (2021) Block Teaching & Active Learning: A Positive Impact on Fail Rates of Disadvantaged Student Groups: An Australian Perspective, Issues in Educational Research Journal, In Press

Winchester, M., Klein, R., & Sinnayah, P. (2021). Block teaching and active learning improves academic outcomes for disadvantaged undergraduate groups. Issues in Educational Research, 31(4), 1330–1350. https://doi.org/10.3316/informit.327021610988986

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Wonham, M., & Derby-Talbot, R., 2020, 'Questions Instead of Majors: Implementing a Self-Authored Concentration Program' in Studies in Higher Education Vol. 45, Number 4, April 2020.

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Books/Chapters/ Other publications:

Artis, P. R. C., & Overton, M. B. (n.d.). TUSCULUM COLLEGE’S BLOCK CALENDAR SYSTEM: (p. 64).

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Brown, K., I., (1940) A CAMPUS DECADE, The Hiram Study Plan of Intensive Courses. Published by The University of Chicago Press: Chicago, IL, 1940

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Male, S., Baillie, C., Hancock, P., Leggoe, J., MacNish, C., & Crispin, S., (2017) Intensive mode teaching guide. OLT 

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Scott, P. A. & Conrad, C. (1992). A critique of intensive courses and an agenda for research. In J.C. Smart (ed.) Higher Education Handbook of Theory and Research, NY: Agathod Press

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