A review of intensive mode of delivery and science subjects in Australian universities

Marina Harvey*, Michelle Power, Michael Wilson

*Corresponding author for this work

Research output: Contribution to journalReview article

1 Citation (Scopus)

Abstract

One response to the global trend of increasing rates of student participation in tertiary education has been for universities to increase the number of intensive mode of delivery subjects available. This phenomenon extends to science subjects. Embarking on offering an undergraduate science subject in intensive mode for the first time at the Australian case example university, it was essential to first learn about good pedagogical design and practice from other educational organisations. To achieve this, a website audit of Australian universities was undertaken in tandem with a critical review of the Australian and international literature on intensive mode of delivery. While it was found that a majority of Australian universities offer science subjects in intensive mode, these subjects were primarily at the postgraduate level of study. The literature focusing on intensive mode in science was minimal. It revealed definitional ambiguity and conceptual non-uniformity as well as a range of positive, negative and inconclusive results in relation to the academic and ‘real-world’ outcomes of intensive mode. This review identifies a need for evidenced-based empirical research into the pedagogy around intensive mode for undergraduate science subjects.

Original languageEnglish
Pages (from-to)315-325
Number of pages11
JournalJournal of Biological Education
Volume51
Issue number3
DOIs
Publication statusPublished - 2017

Keywords

  • intensive
  • mode
  • flexibility
  • compressed
  • performance

Fingerprint Dive into the research topics of 'A review of intensive mode of delivery and science subjects in Australian universities'. Together they form a unique fingerprint.

  • Cite this