Exploring Academic Perspectives on Immersive Scheduling in a UK University

Turner, Rebecca, Cotton, Debby, Danvers, Emily, Morrison, David and Kneale, Pauline (2024) Exploring Academic Perspectives on Immersive Scheduling in a UK University. Journal of University Teaching & Learning Practice, 21 (2). ISSN 1449-9789

[img] Text
Exploring Academic Perspectives on Immersive Scheduling in a UK University.pdf - Submitted Version
Restricted to Repository staff only

Download (392kB) | Request a copy


This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first year experience, to ease students’ transition to university. Adopting an immersive approach is associated with considerable change as academic staff adapt their practice to accommodate the compressed timeframe of modules and embrace learning and assessment methods associated with this delivery format. In this study we undertook semi�structured interviews with 17 academics who were leading the development and delivery of immersive modules or supporting the teaching and learning initiative. Our data indicated that academics played a significant role in the acceptance or rejection of the vision for immersive scheduling. Acceptance was reliant on academics recognising value in the vision, and this varied depending on the extent to which it resonated with local practice. In some cases, the move to immersive scheduling represented a valued opportunity to update pedagogic and assessment practices. However, in other contexts, academic resistance led to dilution of key elements of the vision, with compliance rather than innovation being the outcome. This study also highlights the value of using a combination of module delivery formats to mitigate recognised drawbacks associated with immersive delivery. The paper concludes by proposing recommendations to support the future development of immersive scheduling in higher education institutions.

Item Type: Article
Depositing User: Ms Raisa Burton
Date Deposited: 30 Nov 2023 12:20
Last Modified: 20 Mar 2024 14:43
URI: https://marjon.repository.guildhe.ac.uk/id/eprint/17768

Actions (login required)

Edit Item Edit Item