Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

The RAU Student digital experience tracker 2018

456 views

Published on

Presentation delivered at the Data matters conference, London, 16th January 2019 by Marieke Guy (staff) and Alex Norris (student)

Published in: Education
  • Be the first to comment

  • Be the first to like this

The RAU Student digital experience tracker 2018

  1. 1. Data matters conference, London, 16th January 2019 Marieke Guy (staff) and Alex Norris (student) The RAU Student digital experience tracker 2018
  2. 2. Your presenters Marieke Guy, Learning Technologist IT Services Alex Norris, 2nd year student BSc Rural Land Management
  3. 3. The Royal Agricultural University Cirencester, Gloucestershire
  4. 4. The Royal Agricultural University • At the forefront of agricultural education for more than 170 years • Around 1,200 students – undergraduate, postgraduate, international • Courses cover agriculture, animal science, business, environment, equine science, farm management, food, real estate and rural land management • New blended learning courses being developed • Have digital aspirations - https://digitalrau.wordpress.com/
  5. 5. • January 2018 - tracker working group established (staff & students) • IT survey had been run in past • April 2018 - Tracker run for the first • All students in all year groups asked • Students sent the link by email, also advertised on Facebook, Twitter and through internal news mechanisms • Poster campaign across campus • Students entered into prize draw to win £50 Amazon voucher • Weekly update emails sent to students and to staff indicating response rate by programme Running the tracker
  6. 6. • 218 of our students responded to the tracker (18% response rate) • Gender split (Q2) • Male (44%) • Female (56%) • Stages of study (Q3) • 1st year (56%) • Middle year (15%) • Final year (18%) • Masters/postgrad (10%) • 20% self-identify as needing to use assistive technologies (Q6) Student sample
  7. 7. Tracker results 59% rate the quality of digital teaching and learning on their course as good or above (Q18) 34% agree their course prepares them for the digital workplace (Q17d) 50% agree software used on their course is industry standard and up-to-date (Q16c) • 74% rate the quality of our digital provision (software, hardware, learning environment) as good or above (Q13) • 69% agree we support them to use their own digital devices (Q9a) • 79% can access reliable WIFI whenever they need it (Q7)74% 69% 79% 59% 34% 50% Quality of digital provision Own device support Reliable WIFI Quality of digital teaching & learning Preparation for digital workplace Up-to-date software
  8. 8. • The amount of technology available at RAU is fine – students want us to make it more user-friendly and get better at training staff and students in how to use it • Wifi is very important to students but they actually think our coverage is OK • Students like consistency – on Gateway (VLE), in lessons, in tools • Students want us to prioritise online, free, up-to-date resources • Students don’t feel they are getting the right amount of digital training in tools they need for their course or in the skills they need for the work place • Students like computer rooms, printers and charging points • Students want more multimedia - videos (of lectures) and images • Students appreciate IT support and would like more help with technical issues Key findings
  9. 9. Make sure everyone knows what software is available to support them and how to use it to its full potential. Ensure that the dyslexia disability support department is more switched on about the technology available and ensure students who do not know what is available for them can be supported to find technology based solutions to their problems. To improve your experience of digital teaching and learning ... what one thing should we DO? Lecturers should improve the quality of the resources put on Gateway, as although some are good, often they are very out of date and re-used. Step by step guides and more coverage at the beginning of the year as it was rushed and I found myself learning to use as I went along. Lecturers should assume that part time post graduate students may not be able to attend lectures. Therefore lecture content must be comprehensive allowing students like myself to choose whether or not to drive 3 hours to attend lectures.
  10. 10. • Data analysed and shared with working group, management and academics • Action plan created & shared with relevant people • 31 page PDF shared with students (as document and as ‘you said, we did/we will/an explanation’ posters) • Covered digital literacy, accessibility, digital spaces, Gateway, IT support, learning and teaching, library and mobile • Blog post on SU website and Digital transformation blog Sharing the results
  11. 11. Student experience • Simplicity • Practicality • Professional Software • Good IT Support
  12. 12. Next steps • Plan to run the tracker again • Want to add in additional questions on digital skills, RAU Resource lists and app • Improved internal communications – will integrate with app • New GDPR requirements – need to rethink prize situation • Possible eChamps work • Understanding expectations and experiences of digital should become a more integrated part of student voice cycle
  13. 13. Twitter: @mariekeguy marieke.guy@rau.ac.uk

×