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Block or traditional? An analysis of student choice of teaching format

Published online by Cambridge University Press:  02 February 2015

Suzan Burton  and
Paul L Nesbit
Suzan Burton
Affiliation:
Macquarie Graduate School of Management, Macquarie University, Sydney NSW, Australia
Paul L Nesbit
Affiliation:
Macquarie Graduate School of Management, Macquarie University, Sydney NSW, Australia
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Abstract

Block (or intensive) teaching is used by many management schools, but the factors that drive students to choose (or avoid) block subjects are not well understood. This paper reviews the research findings on intensive teaching and analyses the factors which predict student choice between different teaching formats, based on an analysis of qualitative and quantitative survey data. If studying one subject at a time, a majority of students appear to prefer a less intensive format. However the results show that three factors influence students' likelihood to choose the block format: their experience with the format, their perception of their ability in a particular subject and their concurrent subject load. There are also subject specific differences in student preferences. Implications for block scheduling and for actions to address perceived disadvantages of the block method are addressed.

Keywords

blockintensivetraditional formatstudent choice
Type
Research Article
Information
Journal of Management & Organization , Volume 14 , Issue 1 , March 2008 , pp. 4 - 19
Copyright
Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2008

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