With ongoing discussions around capping international student enrolments in Australia, universities must consider an important question: why not focus on keeping the domestic students they already have? Instead of continually looking offshore to fill university places, addressing student retention could significantly improve financial stability and educational outcomes. Every year, thousands of Australian students drop out of university, many within their first year. A solution that remains underutilised is intensive block learning, a structured, active learning approach that fosters deep engagement, encourages student collaboration, and provides opportunities for applied learning. Unlike traditional lecture-heavy models that rely on passive knowledge transmission, intensive block learning is built around problem-solving, group discussions, and real-world applications—ensuring students are not just attending but actively participating in their education.
The Challenge: Transitioning from High School to Tertiary Education
The transition from high school to university presents significant challenges for many students. In high school, structured schedules, frequent teacher interactions, and parental oversight provide continuous guidance. University life, however, introduces a new level of independence, with increased academic rigor, less structured time, and reduced immediate oversight (Mutch, 2005). This shift can be overwhelming, leading to difficulties in time management, self-discipline, and adapting to new academic expectations.
Consider the environment. However, as weeks passed, Sarah found herself procrastinating, missing lectures, and struggling to keep up with assignments. By mid-semester, her grades had plummeted, and she felt disconnected from her peers and instructors. Unfortunately, by the time support services reached out, Sarah had already decided to withdraw from her courses.
Sarah’s experience mirrors findings from a study by Worsley et al. (2021), which highlighted that many first-year students face multiple challenges during their transition to university, including academic pressures and social isolation. These challenges often lead to increased psychological distress, underscoring the need for timely and effective support mechanisms.
Understanding Intensive Block Learning
Intensive block learning restructures the academic calendar, allowing students to concentrate on one subject at a time over a condensed period, typically four to six weeks. This approach contrasts with traditional models where multiple subjects are studied concurrently over a semester. The block model integrates active learning strategies such as flipped classrooms, case-based learning, collaborative projects, and hands-on problem-solving, ensuring that students engage with the material in meaningful ways rather than passively absorbing information (Winchester & Winchester, 2021).
Evidence Supporting Block Learning
Victoria University (VU), Australia
In 2018, Victoria University implemented the Block Model across all first-year undergraduate courses. This innovative approach allows students to focus on a single subject over a four-week period. Since its implementation, VU has reported a 9% increase in pass rates for students in the highest socioeconomic status (SES) group and a 15% improvement for students from lower SES backgrounds (Jackson, 2022). These outcomes suggest that intensive block learning can enhance academic performance and reduce disparities among students from diverse socioeconomic backgrounds.
Southern Cross University (SCU), Australia
Southern Cross University has adopted the Southern Cross Model, a six-week intensive block approach designed to enhance student engagement and success. This model allows students to immerse themselves fully in one or two units at a time, promoting deeper understanding and retention of course material. Preliminary results indicate improvements in student satisfaction and academic performance (Kift, 2022).
Malmö University, Sweden
Malmö University in Sweden has long implemented a block system where students engage with one or two subjects sequentially, each spanning approximately five weeks. This structure is designed to reduce cognitive overload and enhance focus. Studies have shown that such concentrated learning periods can lead to improved student satisfaction and academic outcomes (Times Higher Education, 2017).
Quest University, Canada
Quest University in British Columbia, Canada, introduced a block plan more than a decade ago. Students take one course at a time over a three-and-a-half-week period. This immersive approach has been associated with high levels of student engagement and deeper learning experiences. Faculty members have observed that students are more focused and participatory, leading to enriched classroom discussions and improved critical thinking skills (Berrett, 2012).
Colorado College, United States
Colorado College in the United States operates on a block plan where students take one course at a time for three and a half weeks. This intensive structure encourages deep dives into subject matter without the distraction of simultaneous courses. The college reports that this model fosters a strong sense of community among students and faculty, as they collaborate closely during each block. Additionally, the format allows for flexible and experiential learning opportunities, such as field trips and hands-on projects, which are seamlessly integrated into the curriculum (Colorado College, n.d.).
The Case for Early-Stage Intensive Learning
Implementing intensive block learning at the early stages of tertiary education offers several benefits:
| Benefit | Description |
|---|---|
| Early Identification | Close monitoring allows timely support for struggling students. |
| Enhanced Belonging | Stronger student-faculty connections foster a supportive community. |
| Improved Performance | Focused study periods and active learning enhance academic outcomes. |
A Call to Action for Tertiary Institutions
To effectively enhance student success and retention, each faculty should take proactive measures:
- Curriculum Design: Each faculty should select their largest first-year cohort subject (e.g., “XXX101”) for block-mode delivery. This focused approach allows for intensive learning experiences and early identification of students who may be at risk.
- Early Assessments: Implement initial assessments within these block-mode subjects to promptly identify students requiring additional academic or personal support. Early intervention is crucial in addressing potential challenges before they escalate.
- Support Alignment: Integrate block learning with First-Year Experience (FYE) initiatives to enhance student engagement and facilitate a smoother transition into university life. The UTS First-Year Experience Project is an example of how universities can provide curriculum engagement and embedded academic learning support (University of Technology Sydney, 2013).
Conclusion
Rather than aggressively targeting international student enrolments, Australian universities must focus on retaining domestic students. Capping international student numbers will not solve the real crisis—high dropout rates among local students. Universities must act now to reform their learning models and ensure that Australian students receive the support they need to complete their degrees. Intensive block learning presents a clear, evidence-based solution to the student retention crisis. By implementing this model, institutions can proactively address dropout rates, improve academic outcomes, and foster a sense of belonging among students. The earlier universities intervene, the greater the chance of keeping students engaged and on track towards degree completion.
References
- Berrett, D. (2012). Block scheduling at Quest University: The case for intensive learning. Inside Higher Ed. https://www.insidehighered.com/news/2012/11/19/block-scheduling-quest-university
- Bjarnø, O. (2020). Modular and intensive learning in Norway: A case study from BI Norwegian Business School. Higher Education Research. https://www.bi.edu/research/
- Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
- Jackson, K. (2022). Victoria University’s Block Model: A case study in student success. National Centre for Student Equity in Higher Education. https://www.ncsehe.edu.au/publications/victoria-university-block-model
- Kift, S. (2022). The Southern Cross Model: Enhancing Student Engagement through Intensive Learning. Journal of University Teaching & Learning Practice, 19(4). https://ro.uow.edu.au/jutlp/vol19/iss4/8
- Tinto, V. (2012). Completing College: Rethinking Institutional Action. University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/C/bo12743745.html
- University of Technology Sydney (2013). First-Year Experience Project: Supporting students in transition. https://lx.uts.edu.au/blog/2021/02/10/first-year-experience-project/
- Worsley, J., Harrison, N., & Maynard, N. (2021). First-year student wellbeing: The role of academic and social adjustment. Higher Education Research & Development. https://www.tandfonline.com/doi/full/10.1080/07294360.2021.1882400