Watt, Anthony P ORCID: https://orcid.org/0000-0002-1084-750X, Loton, Daniel ORCID: https://orcid.org/0000-0003-4106-0555, Spittle, Michael ORCID: https://orcid.org/0000-0002-6094-5087, Dempsey, Naomi ORCID: https://orcid.org/0000-0003-2675-5869 and Liu, Chunxiao (2026) An Examination of Postgraduate Student Academic Success and Satisfaction Outcomes Across Unit of Study Block Delivery Modes. Active Learning in Higher Education. ISSN 1469-7874

Abstract

This study examined student academic achievement outcomes and satisfaction ratings within Semester mode, and three distinct sub-variants of Block Mode (BM) delivery, of postgraduate courses. BM design principles involve students completing one unit at a time, small classes to support active learning, and engaged learning and teaching practices. In the postgraduate BM format at Victoria University, three sub-variant models recently replaced the traditional 12-week semester approach of the completion of four simultaneous units. Two of these Block models are undertaken as single units, but delivery duration varied: a 4 Week 12 Credit Point and 8 Week 24 Credit Point format. The third sub-variant, 8 Week 12 Credit Point model, is completed as two units simultaneously. Outcomes of matched units on key metrics of academic success and student satisfaction for Semester and BM sub-variants were compared. Student marks were found to be significantly higher (p < .05) for overall BM results compared to Semester mode, and BM students were significantly more likely (p < .05) to pass units. Differences were apparent between BM sub-variants, with students in Block 4W and Block 8W24 credit point achieving higher marks than students in both Semester and Block 8W12. Student satisfaction was also significantly lower (p < .05) in BM than in Semester delivery. Although students displayed higher levels of academic performance in BM compared to Semester mode, this was accompanied by lower student satisfaction levels, which may be expected from the adjustment to a new pedagogical approach. Overall, results evidenced that BM appears to be a viable delivery model for postgraduate units.

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