ABSTRACT

A multidisciplinary Australian University introduced a block model of blended, sequential 4-week blocks to first-year students. This natural experiment compares the inaugural block and two prior cohorts on satisfaction and performance (n = 15,989 satisfaction and n = 86,545 assessment observations). Mixed effect cross-classified models with comprehensive controls, moderation and sensitivity testing show substantial increases in performance, especially for equity groups important in an expanding sector: low-socio-economic and prior academic achievement, non-English-speaking background. Effects on satisfaction were small with increases in teaching satisfaction but decrement in course satisfaction, especially perceived reasonable workload. Discipline consistently moderated effects and units that redesigned assessments offset some decline in course satisfaction. New models of higher education may support improved outcomes.

摘要

一所多学科的澳大利亚大学向一年级学生介绍了一种混合的、连续的 4 周块的块模型。这个自然实验比较了就职区块和之前两个队列的满意度和绩效（n  = 15,989 满意度和n = 86,545 个评估意见）。具有综合控制、适度和敏感性测试的混合效应交叉分类模型显示性能显着提高，特别是对于在不断扩大的行业中重要的股票集团：低社会经济和先前的学术成就、非英语背景。对满意度的影响很小，教学满意度增加，但课程满意度下降，尤其是感知的合理工作量。纪律始终缓和的效果和重新设计评估的单元抵消了课程满意度的一些下降。新的高等教育模式可能有助于改善结果。