The Pros and Cons of Block Teaching

Block teaching has many advantages over the traditional structure within the university. This document will highlight the benefits supported by the literature on block teaching. 

It will also highlight the potential negatives raised in the literature as a warning to what should be avoided when developing the structure of the course.

Pros of Block Teaching

1. Flexibility: “They suggest that block teaching creates greater flexibility for self-paced learning and can foster more student participation while also allowing for greater creative interventions and collaborative learning as students do not jump from one subject to another daily”. (Nerantzi & Chatzidamianos, 2020)

2. Increasing Widening Participation - Nonetheless, a recent evaluation of block mode delivery for first year students at a widening participation institution in Australia revealed that block mode led to increased performance amongst students, particularly younger students, those from low socio-economic backgrounds, students with lower admission scores and students with English as an additional language. (Buck & Tyrrell, 2022)

3. Student focus - “Blocks are seen to often result in ‘better student concentration on the material’ since students can immerse themselves in the course for a few days, rather than rushing to class, potentially tired and distracted after work” (Burton et al., 2002)

4. Student Engagement. - “In a block teaching pilot in Logistics in HE, Grant (2001) found that students’ interaction, engagement and academic performance increased and relationships between students and tutors became stronger.” (Nerantzi & Chatzidamianos, 2020)

5. Context not Content - “It should not be about “covering content”. Students’ context is important, their reality too. It is useful to think about how their world can be brought into the module so that what they bring can be maximised and, as mentioned previously, help them pursue their own interests too.” (Nerantzi & Chatzidamianos, 2020)

6. Life-Style - “When asked if there were particular circumstances when they would prefer blocks, the most common reason was to fit in with what were coded as ‘lifestyle’ factors, including work/travel (91 responses), social/family (27 responses) or to complete the course faster (27 responses). Over- all, 170 (45.3%) of responses suggested that block preference was driven by lifestyle reasons.” (Evans et al., 2014)

7. Attainment Gap - 

Cons of Block Teaching 

1. Complexity - “Students who had not taken blocks appeared apprehensive about the format, and were significantly more likely to choose a weekly course. In particular, students expressed reservations about quantitative subjects in block form. This feeling was exacerbated when the course material was seen as complex, technical, and/or where the student had no experience.” (Burton et al., 2002)

2. New Academics - “Firstly, block teaching is challenging for new courses and for new academics, since it offers little or no real ability to adapt material for the audience once the course has started. This is not a problem for well-established courses and for teachers who are experienced in the course. However it can present substantial problems for new courses and for new teachers.” (Burton et al., 2002)

3. Team Teaching - “Team teaching is a challenge. It's a nightmare when someone doesn’t pull their weight –the Head of Department needs to step in.” 

“Cross-departmental teaching teams are difficult to coordinate.” 

“Keeping complex team teaching on the road is really hard.” (Kofinas et al., 2017)

4. Assessment - This was never raised directly in the literature (that I could see). However, questions have been asked 

   1. How is assessment handled?

   2. How do you deal with second attempts?

   3. What is the turnaround time for feedback?

   4. How do you close the feedback loop?

   5. How do you handle feedback/forward of assessments?

These are very relevant questions but will be covered in the assessment areas for the guide.

Answers to the Cons

1. Complexity - “In contrast, when students had experienced even one block course, their stated willingness to study in a block format increased significantly. Given the popularity of block courses among faculty, and the frequency of block courses, identifying and addressing student concerns about block teaching could be an important measure in making the format more attractive to potential students”. (Burton et al., 2002)

2. New Academics - “The importance of preparation for block courses suggests that new courses should not be taught by block until student reaction has been established. Experience with weekly teaching will not guarantee success in a block course, but will facilitate adequate preparation, and is likely to increase the chances that the block format will be successful”. (Burton et al., 2002) While student reticence should not limit the teaching structure for the course, it must be accounted for. As Burton mentions, experience for academics and students raises the engagement of block teaching. 

3. Team Teaching - "Over the past 50 years, team teaching has typically been viewed as improving student engagement and learning and enhancing the quality and experience of teaching. Team teaching offers learners multiple perspectives by having more than one educator. Additionally, teaming allows for collaborative learning to be modelled for learners". (Saeed et al., 2018)

4. Assessment - Please see the Assessment and Assessment Examples as an answer to some of the questions raised.

Bibliography 

Buck, E., & Tyrrell, K. (2022). Block and blend: a mixed method investigation into the impact of a pilot block teaching and blended learning approach upon student outcomes and experience. Journal of Further and Higher Education, 46(8), 1078–1091. https://doi.org/10.1080/0309877X.2022.2050686

Burton, S., Nesbit, P., others, & Ryde, N. (2002). An analysis of student and faculty attitudes to intensive teaching. 28–29.

Evans, D. J. R., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative assessment journey. Journal of Anatomy, 224(3), 296–303. https://doi.org/10.1111/joa.12117

Kofinas, A. K., Bentley, Y., Minett-Smith, C., & Cao, G. (2017). Block Teaching as the Basis for an Innovative Redesign of the PG Suite of Programmes in University of Bedfordshire Business School. June. https://doi.org/10.4995/head17.2017.5379

   Nerantzi, C., & Chatzidamianos, G. (2020). Moving to Block Teaching during the COVID-19   Pandemic. International Journal of Management and Applied Research, 7(4), 482–495. https://doi.org/10.18646/2056.74.20-034 

Saeed, A. A., Mutashar, A. M., & Aldakheel, A. (2018). The impact of applying collaborative team teaching method on students’ outcomes. Indian Journal of Forensic Medicine and Toxicology, 12(4), 139–143. https://doi.org/10.5958/0973-9130.2018.00212.8