51Âþ»­

Education experts from around the world have invited 51Âþ»­ Leicester (51Âþ»­) to speak at an international conference on block teaching. 

51Âþ»­ is one of the first universities worldwide to adopt block teaching, which sees students learn one module at a time, being assessed on each section before moving on to the next. 

This differs to the more common form of teaching in which students learn several modules at once, cycling through lessons for each throughout the week. 

Having been a key part of 51Âþ»­’s early adoption of block teaching, Professor Alasdair Blair, Associate Pro Vice-Chancellor Academic for 51Âþ»­, has been invited to speak at the . 

The three-day event is being held at Victoria University, in Melbourne, which has been teaching in the block format since 2018. 

Professor Blair said: “This is a great opportunity for us to share what we have learned in switching to block teaching and for us to further learn from others. 

“We are keen to be an active voice in this area because we believe in the power of block to really enhance student learning.” 

During the conference, which runs from July 24 to 26, Professor Blair will take part in a panel discussion which looks at how universities can be built better, also involving senior figures from Victoria University, Southern Cross University and University of Suffolk. 

He said: “Switching to block has demonstrated the ability of 51Âþ»­ staff to embrace change and develop innovative and exciting academic programmes. Change at universities is not conventionally fast but at 51Âþ»­ we have moved very quickly. 

“I think outcomes for students have so far been very good, but as someone who also teaches in block format I can see that there are also mutual benefits for staff”. 

“While block doesn’t accelerate the learning, it provides an opportunity for more immersive learning experiences with students and enables a level of creativity and active learning which is harder to replicate in more traditional lecture and seminar formats”. 

“And because you’re with one group for the whole module, unbroken, it also makes for more rewarding relationships between students and teachers”. 

“The rapport is much better.” 

Having surveyed students being taught under the block model, 51Âþ»­ found that more than 90% of respondents said they enjoyed focusing on one module at a time and that it suited their lifestyle.  

There were also increases in module outcomes, better progression and retention and overall improvements in satisfaction for every one of the key themes evaluated under the National Student Survey (NSS). 

Professor Blair said: “There are certainly aspects of the block model that we will want to further refine as we learn from our own experiences as well as that of others.  It is by sharing practice in a new area that can influence our own thinking. The Victoria University conference is a chance to do exactly that.”