Reference health
'I Have a Lot of ‘I'm Doing It’ Moments': Improving the Success of Non-Traditional Students Through the Southern Cross Model
30/30 checkable references clean · checked 2026-08-31
Every reference with a DOI in the deposited reference list resolved to a known work in Crossref or DataCite at the dated check, and none carried a retraction, withdrawal, or removal notice.
42 without a DOI — not checked. A reference deposited without a DOI is never matched by title or guessed at; it stays outside the checked set, and this line discloses that.
The 30 checked references that resolve
resolves10.1002/curj.103
Students’ experiences of a first‐year block model curriculum in higher education
resolves10.14742/ajet.2053
Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities
resolves10.1016/j.jaccedu.2018.04.004
Accelerated vs. traditional accounting education and CPA exam performance
resolves10.1016/j.nepr.2021.103051
Active learning pedagogy transformation: A whole-of-school approach to person-centred teaching and nursing graduates
resolves10.1119/1.18809
Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
resolves10.1007/s10984-020-09320-3
Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches
resolves10.1186/s12909-018-1343-7
Comparing student outcomes in traditional vs intensive, online graduate programs in health professional education
resolves10.1080/10528008.2009.11489086
Exploring Marketing Students’ Attitudes and Performance: A Comparison of Traditional and Intensive Delivery
resolves10.1016/j.cptl.2010.10.008
Online lecture delivery paired with in class problem-based learning … Does it enhance student learning?
resolves10.1080/0268093032000145863
‘It's a struggle’: the construction of the ‘new student’ in higher education
resolves10.1007/s11423-015-9422-5
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it
resolves10.5203/sa.v6i0.372
To Concentrate, to Intensify, or to Shorten? The Issues of the Short Intensive Course in Summer Session
resolves10.1111/hequ.12104
Seeking the Passionate Career: First‐in‐Family Enabling Students and the Idea of the Australian University
resolves10.1080/07294360.2014.890570
‘Uni has a different language … to the real world’: demystifying academic culture and discourse for students from low socioeconomic backgrounds
resolves10.1080/13603116.2015.1079273
‘Low income doesn't mean stupid and destined for failure': challenging the deficit discourse around students from low SES backgrounds in higher education
resolves10.1177/1469787417731176
Comparison of high-technology active learning and low-technology active learning classrooms
resolves10.14742/ajet.5137
Investigating synchronous and asynchronous class attendance as predictors of academic success in online education
resolves10.1080/07294360.2015.1087388
Shifting the blame in higher education – social inclusion and deficit discourses
resolves10.1177/0098628314562675
The Effect of Immersion Scheduling on Academic Performance and Students’ Ratings of Instructors
resolves10.1080/13603116.2017.1362048
Pathway to success: using students’ insights and perspectives to improve retention and success for university students from low socioeconomic (LSE) backgrounds
resolves10.11157/fohpe.v19i2.241
“We just don’t sit there. We participate, interact and learn, and we rarely get bored” – That is a lectorial
resolves10.1080/87567555.2019.1579702
Equivalent but not the Same: Teaching and Learning in Full Semester and Condensed Summer Courses
The 42 references without a DOI — listed, not checked
no DOI — not checkedWhat the student does: Teaching for enhanced learning
no DOI — not checkedref5
no DOI — not checkedInnovations in teaching international health: Evaluation of a combined use of Blackboard Collaborate, Facebook, and lectorials to enhance student academic engagement and outcomes
no DOI — not checkedref8
no DOI — not checkedref9
no DOI — not checkedTeaching with rich media
no DOI — not checkedref11
no DOI — not checkedA review of time-shortened courses across disciplines
no DOI — not checkedIntensive teaching formats: A review
no DOI — not checkedref14
no DOI — not checkedref15
no DOI — not checkedHow much do students remember over time? Longitudinal knowledge retention in traditional versus accelerated learning environments
no DOI — not checkedref20
no DOI — not checkedref21
no DOI — not checkedref22
no DOI — not checkedref23
no DOI — not checkedEncouraging engagement in enabling programs: The students' perspective
no DOI — not checkedref29
no DOI — not checkedBenefits of intensive mode teaching to improve student performance
no DOI — not checkedHas the open door become a revolving door? The impact on attrition of moving from elite to mass higher education
no DOI — not checkedEffectiveness of interactive lectures on knowledge retention and students' motivation in undergraduate medical education -a mixed method study
no DOI — not checkedThe VU way: The effect of intensive block mode teaching on repeating students
no DOI — not checkedAustralian Universities at a Crossroads: Insights from Their Leaders and Implications for the Future
no DOI — not checkedEnabling learners starts with knowing them: Student attitudes, aspiration and anxiety towards science and maths learning in an Australian preuniversity enabling program
no DOI — not checkedref40
no DOI — not checkedIntroducing block mode to first-year university students: A natural experiment on satisfaction and performance
no DOI — not checkedref42
no DOI — not checkedref43
no DOI — not checkedAn invitation to deep active learning
no DOI — not checkedBuilding on the VU Block foundations: Results from the inaugural first year cohort
no DOI — not checkedPsychological distress among students in enabling education: An exploratory study
no DOI — not checkedref55
no DOI — not checkedA critique of intensive courses and an agenda for research
no DOI — not checkedThe impact of blended learning on student performance in an intensive block mode teaching setting
no DOI — not checkedref62
no DOI — not checkedref63
no DOI — not checkedTransforming lives: The power of an Australian enabling education
no DOI — not checkedref65
no DOI — not checkedGood Practice Note: Improving retention and completion in Australian higher education
no DOI — not checkedref68
no DOI — not checkedref69
no DOI — not checkedref70
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