Abstract Book of the 9th International Conference on New Trends in Teaching and Education
Year: 2025
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Traditional vs Block Teaching: An Inquiry into Teachers’ and Students’ Experiences at DMU
Dr. Berzanna Seydou Ouattara
ABSTRACT:
This study explores the experiences and perceptions of lecturers and students regarding traditional and block teaching methods at De Montfort University (DMU). It evaluates how each teaching approach influences learning outcomes, student engagement, and overall satisfaction. A qualitative research design was adopted, employing semi-structured interviews and focus groups to collect data. The research sample consisted of lecturers from the Accounting and Finance departments and students who had experienced both teaching methods. Findings indicate that traditional teaching provided a structured learning environment with extended reflection time, allowing for progressive understanding and engagement. In contrast, block teaching facilitated deeper immersion in subject content but presented challenges such as workload intensity and time management difficulties. Lecturers reported varied adaptability to block teaching, with some highlighting its efficiency in fostering subject mastery, while others expressed concerns about student retention and engagement over compressed schedules. Students reported that while block teaching improved focus, the pace sometimes hindered long-term knowledge retention. Thematic analysis identified key trends, including teaching adaptability, student motivation, and assessment performance under both formats. The research aligns with change theory, addressing the challenges of transitioning between teaching methods and highlighting areas for improvement. The findings provide insights for institutional decision-making, offering recommendations to optimise pedagogical strategies and enhance student learning experiences in higher education. By evaluating the effectiveness of both methods, this study contributes to the ongoing discourse on innovative teaching models and their impact on student outcomes.
Keywords: Traditional Teaching, Block Teaching, Student Engagement, Learning Outcomes, Teaching Effectiveness, Higher Education Pedagogy