DOI: https://doi.org/10.36719/2789-6919/53/104-112
Huseyn Aliyev
Azerbaijan State Pedagogical University
https://orcid.org/0009-0000-1441-2362
huseyn022023@gmail.com
Investigation of the Results of Implementing the
Block-Module Teaching System in Higher Education Institutions
Abstract
The higher education sector is one of the most competitive sectors in the economy. Due to rapid changes in society, universities are being asked to adapt to attract students. One of the things that some universities have done is to change the way they teach to make the learning process more accessible and to attract students who find it suitable. Based Methodology of Teaching (BMT), an innovative teaching method in higher education, has shown great potential to improve student performance. This study uses a case study approach and collects data from five institutions that have implemented BMT: the University of Salford, the University of Colorado, Heriot University, Victoria University, and Quest University. Thematic analysis of the data collected resulted in a scoring system with 14 positive and seven negative BMT outcomes organized into eight categories. Implications of the findings for research and practitioners are also reported here.
Keywords: block model of teaching (BMT), intensive mode of delivery, accelerated teaching mode, impacts, outcomes, consequences