Health students' experiences in an innovative university teaching model: the good, the bad, the challenging

Health students' experiences in an innovative university teaching model: the good, the bad, the challenging

In recent years, universities transitioned online for necessity, with many now continuing blended or online programs. Other approaches to teaching now being explored are innovative models, such as the Southern Cross Model (SCM), employed at a regional Australian university to promote focused, active learning. Using an anonymous online survey, this study explored students’ experience of the SCM, comparing international and domestic health students, identifying satisfaction with and self-confidence in learning and subjective perception of the SCM. A total 105 students completed the survey, with 69.5% domestic (n=73) and 30.5% international students (n=32). Domestic students reported significantly greater satisfaction with learning in the SCM (Mdn = 25.00) than international students (Mdn = 20.50; U = 701.50, z = -3.46, p <.001), and significantly higher levels of self-confidence than international students (Mdn = 36.00 compared to Mdn = 32.00; U = 862.00, z = -2.15, p = .032). While all students acknowledged the intensity and challenge of the SCM, international students found it stressful and overwhelming, while domestic students felt it enhanced motivation and engagement. These findings underscore the importance of considering student experiences in immersive teaching pedagogies and the need for tailored support programs to help all students adapt and thrive.

Files associated with this item cannot be displayed due to copyright restrictions.