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Journal Articles

Student success and satisfaction (multi-disciplinary)

Goode, E., Roche, T., Wilson, E., & McKenzie, J. W. (2023). Implications of immersive scheduling for student achievement and feedback. Studies in Higher Education, 48(7), 1123 –1136. 

Goode, E., Roche, T., Wilson, E., & McKenzie, J. W. (2024). Student perceptions of immersive block learning: An exploratory study of student satisfaction in the ÌÇÐÄ´«Ã½ Cross Model. Journal of Further and Higher Education, 48(2), 153-167. 

Roche, T., Goode, E., & Wilson, E. (2026). The impact of an immersive block curriculum on student achievement and feedback across disciplines. Journal of University Teaching and Learning Practice, 23(1).

Wilson, E., Roche, T., Goode, E., & McKenzie, J. W. (2025). Creating the conditions for student success through curriculum reform: The impact of an active learning, immersive block model. Higher Education, 89, 1423–1443. 

Policy and practice reform

Roche, T., Wilson, E., & Goode, E. (2024). Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice. Journal of University Teaching and Learning Practice, 21(2). 

Wilson, E., Goode, E., & Roche, T. (2025). Transforming assessment policy: Improving student outcomes through an immersive block model. Journal of Higher Education Policy and Management, 47(2), 192-209. 

Student engagement

Goode, E., Nieuwoudt, J. E., & Roche, T. (2022). Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model. Australasian Journal of Educational Technology, 38(4), 76–94. 

Underrecognised (equity) students

Roche, T., Wilson, E., Goode, E., & McKenzie, J. W. (2025).  Supporting the academic success of underrecognised higher education students through an immersive block model. Higher Education Research & Development, 44(3), 721-735.

Wilson, E., Roche, T., & Goode, E. (2025). Enhancing student success for the ‘new majority’ in higher education through immersive block model learning. Innovations in Education and Teaching International. Advance online publication. 

International students

Goode, E., Roche, T., Wilson, E., Zhang, J., & McKenzie, J. W. (2024). The success, satisfaction and experiences of international students in an immersive block model. Journal of University Teaching and Learning Practice, 21(2).

Goode, E., Roche, T., Wilson, E., & Zhang, J. (2025). The impact of an immersive block model on international postgraduate student success and satisfaction: An Australian case study. Education Sciences, 15(11), 1425. 

Pathway (enabling) students

Goode, E., Syme, S., & Nieuwoudt, J. E. (2024). The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International, 61(2), 263-275. 

Nieuwoudt, J. E. (2023). Improving the academic performance and mental health of non-traditional university students through a shorter delivery model: Exploring the impact of the ÌÇÐÄ´«Ã½ Cross Model. Student Success, 14(1), 35–46. 

Health students

Guo, L., Wojcikowski, K., Goode, E., Whiteing, N., & Naumann, F. (2025). Curriculum transformation leads to unlocking the gate in the gateway subjects of anatomy and physiology. Innovations in Education and Teaching International. Advance online publication.

Smidt, A., Glanville, B., Cribb, C., Vuong, G., Wallace, H. E., Carey, L., & Munro, N. (2024). Ready to practice in hospitals? Insights into developing a co-designed intensive model for student learning. Journal of Clinical Practice in Speech-Language Pathology, 26(2), 117-127. 

IT students

Mason, R., Seton, C., Benson, J., & Chakraborty, P. R. (2025). Evaluating the computing student experience of a new block model: Student results, satisfaction and comments. Cogent Education, 12(1), 2534155. 

Academic experiences

Goode, E., & Blair, A. (2024). Back to Block: Re-imagining student learning in a hyper-connected world through an international academic conference. Journal of Block and Intensive Learning and Teaching, 2(3), 23–34. â€¯

Nisbet, S., Goode, E., Russ, E., Haw, J., Rollin, R., & Nieuwoudt, J. (2025). Supporting academic development during curriculum change: A co-operative inquiry of identity and engagement. International Journal for Academic Development, 30(3), 350-363.

Learning resources

Thorpe, C., Honey, T., & Wilson, E. (2024). Reading lists as enablers of learning in an immersive block teaching model. New Review of Academic Librarianship, 30(4), 390–404.

Media

Roche. T., Wilson, E., & Goode, E. (2025, September 15). Let’s stop making better candles. Needed Now in Learning and Teaching.

Naumann, F., Baker, L., & Goode, E. (2025, June 18). A program of employability: meaningfully embedding employability across all courses. Advance HE.

Roche, T. (2025, February 5). We can make learning better. Future Campus.

Goode, E., Roche, T., & Wilson, E. (2024, August 5). Immersive block model learning: Does it work, and how do you do it? Advance HE.

Roche, T., Wilson, E., & Goode, E. (2024, April 1). Curriculum reform to boost under-represented students’ success in higher education. Times Higher Education.

ÌÇÐÄ´«Ã½. (2023, August 28). The ÌÇÐÄ´«Ã½ Cross Model: A chat with co-designers Professors Thomas Roche and Erica Wilson [Audio podcast episode]. In SCU Buzz.   

Roche, T., Wilson, E., & Goode, E. (2022, July 28). How block teaching supports students from under-represented groups. Times Higher Education.

Roche, T., Wilson, E., & Goode, E. (2022, November 27). Differences the ÌÇÐÄ´«Ã½ Cross Model makes. Campus Morning Mail.

Wilson, E., & Roche, T. (2022, November 20). Revolutionary teaching & learning the ÌÇÐÄ´«Ã½ Cross U way. Campus Morning Mail.