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What the students and staff are telling us

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Sarah Knight and Ruth Drysdale

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What the students and staff are telling us

  1. 1. What the students and staff are telling us Digital experience insights survey 2018: findings from the pilot of teaching staff in UK further and higher education Sarah Knight and Ruth Drysdale Digital experience insights https://digitalinsights.jisc.ac.uk
  2. 2. 1. Significant investment in technology 2. Expectations from students that universities and colleges will offer an authentic and relevant learning environment 3. In the next 20 years, 90% of all jobs need digital skills 4. To maintain a competitive advantage 5. To inform institutional strategies Why do we need to know how students and staff are using technology? Digital experience insights https://digitalinsights.jisc.ac.uk
  3. 3. What is digital experience insights? 1. A tried and tested (over three years) student survey, made up of: - Closed questions that can be benchmarked - Open questions for local analysis - Add or customise further questions 2. A student and staff engagement process, supported by our guidance 3. A community of practice around the insights process and findings (including student representatives) 4. Compare student feedback with teaching staff views and organisational factors 5. TNE and research insights pilots for 2019 Digital experience insights https://digitalinsights.jisc.ac.uk
  4. 4. Insights report 2018 • Our 2017-18 student survey collected data from a total of 37,720 students - 14,292 FE learners - 23,428 HE students • 36 FE colleges,4 sixth form colleges and 43 universities – approximately 16% of UK colleges and 30% of UK universities • Report of 2018 insights findings: ji.sc/dig-exp- insights-survey-18 • At a glance: summary of 2018 insights findings: ji.sc/dig-exp-insights-summary-18 Digital experience insights https://digitalinsights.jisc.ac.uk 37,720 students surveyed across 83 UK institutions
  5. 5. Why were we so keen to include teaching staff? 1. Teaching staff have their own experience of the digital environment and of digital learning and teaching 2. Teaching staff are critical to the student digital experience – their development matters 3. Teaching staff engagement is necessary to the Insights process 4. Research ethics: ‘nothing about us without us’
  6. 6. The survey instrument • 47 items, closely matched to the student questions and themes • All questions optional • Mini version (17 items) also piloted • Core questions were benchmarked • Custom questions could be added to the full version
  7. 7. The pilot sample • Four colleges and 11 universities in England, Scotland and Wales piloted the surveys • 376 college responses • 1,545 university responses •Pilots also used the student survey, so we could compare staff / student responses from the same institution(s) •Pilot institutions had already provided us with some insights into their context •Pilot institutions were committed to the digital experience of students and teaching staff 1,921 teachers surveyed across 15 institutions
  8. 8. Key findings Remember that this is a pilot!! http://bit.ly/staffpilotinsights
  9. 9. Theme 1: teachers and their digital technology 60% of our sample of teachers described themselves as early adopters of digital technology for teaching. Two thirds of college teachers turn to their colleagues first for support with digital issues, while only a third of university teachers do the same.
  10. 10. Who said that? Who is most likely to turn to support services first for help with digital issues, teaching staff or students?
  11. 11. Teaching staff! Teaching staff are more likely to turn to (non- teaching) support staff. But both teaching staff and students look first to their immediate colleagues – teaching staff or other students.
  12. 12. Theme 2: digital in the institution College teachers had much lower levels of access to key resources than university teachers, especially to e-books and e-journals, lecture capture, and a video skills service. Only a third of teachers in either sector agreed that the software available for teaching was industry standard and up to date. Less than a fifth of college teachers and less than a third of university teachers agreed that audio visual (AV) equipment is reliable, or that teaching spaces are well designed for technology use.
  13. 13. Theme 2: digital in the institution: the VLE About a third of college teachers and about two thirds at university rely on a Virtual Learning Environment for teaching. A third of college but only a quarter of university teachers use it for student collaboration.
  14. 14. Who said that? Who gives a higher rating to their institution’s digital environment, teachers or students?
  15. 15. Students Students were significantly more positive than teachers at the same institution(s). Taken together with their significantly worse assessments of software and teaching rooms, teaching staff appear to be more critical than students of organisational provision.
  16. 16. Theme 3: digital teaching Digital teaching practice is reported to be different in the two sectors. College teachers are much more likely to carry out live polls or quizzes in class than university teachers, and somewhat more likely to create their own learning materials. They also provide more digital feedback. Teaching in a live online environment such as a webinar is more common in university. Asked to name a digital tool or app they found useful for teaching…
  17. 17. Who said that? College and university teachers named the digital app or tool they find ‘really useful’ for teaching. Which is which?
  18. 18. Who said that? University teachers College teachers College and university teachers named the digital app or tool they find ‘really useful’ for teaching. Which is which?
  19. 19. Who said that? College and university students were asked to name a digital app or tool they find ‘really useful’ for learning. University students College students
  20. 20. Who said that? College and university students were asked to name a digital course activity they find really useful for learning. University students College students
  21. 21. Theme 4: teachers’ digital development College teachers tended to agree they had been given guidance about the digital skills they need for teaching, while university teachers tended to be neutral. College teachers tended to be neutral about whether they had been given time and support to innovate, while university teachers tended to disagree.
  22. 22. Theme 4: teachers’ digital development: guidance College teachers were significantly more likely to say they had all five types of guidance. Most university staff were unsure of their responsibilities in relation to assistive technologies (85%), student safety online (84%), and their own health and wellbeing (81%).
  23. 23. Theme 4: teachers’ digital development About half of our respondents never search online for teaching resources About four in ten never discuss teaching issues online with peers. More than one in eight teachers never develops their digital teaching skills Only 11% read about issues in digital education on a weekly basis University and college teachers very similar
  24. 24. Theme 4: teachers’ digital development About half of our respondents never search online for teaching resources About four in ten never discuss teaching issues online with peers. More than one in eight teachers never develops their digital teaching skills Only 11% read about issues in digital education on a weekly basis
  25. 25. Theme 4: teachers’ digital development: time
  26. 26. Theme 4: teachers’ digital development: support Support For
  27. 27. Who is most enthusiastic about using digital in learning and teaching, teaching staff or students? Who said that? Students rating their digital learning and teaching Teaching staff rating their digital CPD
  28. 28. Who said that? Are teaching staff or students more enthusiastic about using digital technologies in learning and teaching?
  29. 29. Teaching staff Almost two-thirds of teaching staff want digital technologies to be used more in teaching, compared with only about a third of students.
  30. 30. Going further– what is the ‘digital experience’ of teaching staff? http://bit.ly/staffpilotinsights
  31. 31. Factor analysis of the UK student responses… F1 My digital development (20%, 3Qs) F2 My digital course experience (6%, 4Qs) F3 Frequency of digital activities on course (6%, 2Qs) F4 Anytime access to online resources (4%,1Q) F5 My VLE experience (4% 1Q) F6 Ind. digital learning (3%, 2Qs) F8 Digital investment (3%, 2Qs) F7 My digital wellbeing (3%, 1Q) 8 factors of student digital experience (Uni)
  32. 32. Factor analysis of the UK teaching staff responses… F1 My digital CPD (23%, 4Qs) How much do you agree that your organisation provides you with…? • Guidance about the digital skills you are expected to have as a teacher • Reward or recognition when you develop digital aspects of your role • Regular opportunities to develop digital skills • Time and support to innovate
  33. 33. Exists, and can be investigated Is highly determined by investment in digital CPD (guidance, opportunity, recognition, time, help and support) Also requires: •flexible learning environment, well-equipped teaching spaces, usable systems, industry standard software •clear understanding of responsibilities for key digital agendas •consultation with teaching staff about the digital environment •opportunities to share expertise and examples of practice •opportunities to practice and experiment, with specialist support •on-the-spot technical support and a variety of support for digital skills (e.g. via a video service) •rewards for innovation, recognising that teachers want to lead •support for varieties of digital practice The digital experience of teaching staff:
  34. 34. What do teachers say? Give examples of where digital teaching practice has been successfully applied in the different disciplines. Workload is so cluttered during term time that developing new digital teaching practice in response to student feedback … is impossible Consult BEFORE implementing change. Please value teaching itself more, whether digital or not. Give us time to actually learn how to use technology well, in order for us to be confident to use it in class. Have [Inset days] actually creating work for my course, not just showing off techniques that I am never given time to implement. Provide time and follow up support - one training session is insufficient. Provide a mentor to check in with from time to time, to answer questions, develop skills and give ongoing support.
  35. 35. Questions and feedback http://bit.ly/staffpilotinsights
  36. 36. Questions to consider •Did these findings resonate with what you would expect from your staff in your college or university? •Did any findings surprise you? •Which of these findings can support you with driving forward the digital capability agenda in your organisation? •Please share your thoughts on the Padlet or on post its! •http://bit.ly/2DwTo7z On your tables:
  37. 37. Take-aways Except where otherwise noted, this wok is licensed under CC-BY Briefings for teaching teams (HE and FE) Briefings for senior managers (HE and FE) Digital learning activities (an update on Bloom’s taxonomy based on students’ preferred digital activities) Full report from digitalinsights.jisc.ac.uk See also: Digital student experience roadmap (for student unions and guilds)

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