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.
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.
Howe, S., Konjarski, L., Oraison, H., & Smallridge, A. Trials, Tribulations & Triumphs of the First Year Model. Students, Transitions, Achievement, Retention & Success (STARS) Conference proceedings.
T McCluskey, J Weldon, A Smallridge, Re-booting the First Year Experience in Higher Education, HERDSA July 2-5, 2018.
T McCluskey, J Weldon, A Smallridge, Rebuilding the First-Year Experience, One Block at a Time, STARS 8-11 July 2018.
A Smallridge, Experiences from the First Block at Victoria University, Keynote speaker, Block Plan Conference, QUEST University, July 17-19, 2018.
A Smallridge, Imagining Education for the 21st Century, Keynote speaker, D2L Ignite Asia Pacific 2018, Brisbane, September 20, 2018.
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.
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.
Tangalakis, K. and Howe, S. Revolutionising the First year in Block Mode. Australian Conference on Science & Mathematics Education, Flinders University, Sept, 2018.
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.
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
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
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
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
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
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
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/
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).
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
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
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
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
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
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).
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
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.
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
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
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.
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
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
Sidiroglou, F., & Fernandes, N. (2019). The impact of blended learning on student performance in an intensive block mode teaching setting. ICICTE 2019 proceedings.
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
Swain, M. (2016) 'Block teaching and teh three A's: attendance, attainment and attitudes' in Innovations in Practice, 10 (1): 33-38
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.
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
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,
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
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
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.
Books/Chapters/ Other publications:
Artis, P. R. C., & Overton, M. B. (n.d.). TUSCULUM COLLEGE’S BLOCK CALENDAR SYSTEM: (p. 64).
Brown, K., I., (1940) A CAMPUS DECADE, The Hiram Study Plan of Intensive Courses. Published by The University of Chicago Press: Chicago, IL, 1940
Male, S., Baillie, C., Hancock, P., Leggoe, J., MacNish, C., & Crispin, S., (2017) Intensive mode teaching guide. OLT
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