Building a Picture of the Block Model: A Scoping Review

Abstract

Intensive Modes of Delivery (IMD) and the Block Model (BM) are gaining traction in higher education as examples of innovative pedagogical approaches, with institutions worldwide implementing these approaches and reporting success. A growing body of literature examines the teaching and learning designs, student outcomes and experiences associated with these models. This paper presents a scoping literature review to provide a broad understanding of the literature underlying IMD and BM, as well as the teaching, learning and design elements involved. At the time of this research, no recent scoping review has explored the IMD and BM literature. Using online databases, 138 sources published between January 2000 and June 2024 were identified. The majority of studies came from Australia (62%), followed by USA (17%) and the UK (9%). These sources primarily focused on student engagement with intensive formats (77%), teaching practices (32%), and course design (33%). Benefits (93%) and challenges (69%) were highlighted, with studies reporting improved student outcomes (62%) and concerns connected to the student experience (28%). However, contradictory findings on student satisfaction, preferences, workload perceptions, and institutional delivery approaches were found. While the literature points to enhanced engagement and academic achievement for students, further research—particularly on high-impact pedagogies and longitudinal studies on content retention—is needed to better understand these delivery modes.