Investigating block teaching at Hasselt University: benefits and challenges for disadvantaged students

Abstract

Evidence suggests that a block model curriculum in higher education can support learning for students from disadvantaged backgrounds. However, previous research, predominantly quantitative, has not specified how this contribution happens and suggests that the improvement in learning could also be attributed to the simultaneous implementation of student-centred pedagogy. This paper aims to address this gap by investigating at a deeper level the specific circumstances under which block teaching can offer advantages and limitations for disadvantaged students. We conducted seventeen in-depth interviews with students from Hasselt University and analysed their narratives using an interpretative phenomenological approach. Our findings support previous quantitative studies indicating that the block model can indeed enhance opportunities for students from disadvantaged backgrounds. The fast feedback enables students to adjust their study methods early on, the structured schedule facilitates the development of time management and academic skills, and the decreased workload during exams gives students time to address educational gaps. However, disadvantaged participants state that it is important to consider increases in stress levels due to inadequate curriculum design, lack of inclusive feedback mechanisms, and insufficient rest time between blocks. Moreover, findings suggest that the block model may be especially beneficial for supporting disadvantaged students in the first year. This study provides insights that contribute to the development of more inclusive curricula and enhanced student support by highlighting specific mechanisms through which the block model can influence learning experiences.