What are Students Saying about Technology Enhanced Learning?

1. Division of Learning and Teaching, Charles Sturt University What are Students Saying about Technology Enhanced Learning? … and how this impacts the provision of the learning environment (both digital and physical) Assoc Prof Philip Uys (think "ace") Director, Learning Technologies Acting Director, Learning Resources Division of Learning and Teaching Charles Sturt University www.csu.edu.au puys@csu.edu.au https://www.csu.edu.au/division/learning-and-teaching/home/technologies-for-learning-and-teaching Slides available at https://www.slideshare.net/puys Presentation at ACODE LTLI 20th August 2019

2. Division of Learning and Teaching, Charles Sturt University

3. Division of Learning and Teaching, Charles Sturt University What do we know now and in 5 years about the students who will study at the new university i.e. what is the student profile and the intended student experience, and how will this impact on the provision of the learning environments (digital and physical)?

4. Division of Learning and Teaching, Charles Sturt University Shirley Alexander’s “framework”

5. Division of Learning and Teaching, Charles Sturt University …considering a full range of TEL options not limit your thinking to the existing technologies in your institution, or be constrained by what you may think are barriers that could be imposed by the Information Communications Technologies (ICT) group. In other words this is a green-fields opportunity. You have also been asked to be very clear on how you see technology and the physical learning space interacting

6. Division of Learning and Teaching, Charles Sturt University a. Interactive web-based tools (Facebook, SMS, mind-mapping, co-creation, video-conference) b. Computer software and apps (creation tools like Sibelius, simulation, experiment, analysis, self- teaching tools, AR/VR/XR, machine learning) c. Cloud-based services (storage, remote administration, big data) d. Digital repositories (MIT open courseware, searchable photo, video and design libraries, good practice tools like FLIPCurric) e. EPortfolios f. Learning Management Systems (Moodle, Blackboard etc) g. Non-computer based tools (digital audio, photography and video tools, whiteboards, robotics, simulators, MRIs, drones, teleconference, phone, SMS) h. Physical learning spaces Classification system based on Geoff Scott (2017, May). University of Gibraltar. Effective uses of Virtual Learning Environments & ICT-enabled Learning.

7. Division of Learning and Teaching, Charles Sturt University After considering the student voice, you might come up with a student profile and intended student experience like this:

8. Division of Learning and Teaching, Charles Sturt University … or like this (from 2018 ECAR):

9. Division of Learning and Teaching, Charles Sturt University A few relevant elements from the Case provided - you have started to offer some of your subjects online and extended your blended mode of delivery - you have been trialling some flipped classrooms - 31,000 EFTSL’s across your three campuses

10. Division of Learning and Teaching, Charles Sturt University - there is a proposal currently before the Academic Senate that all courses have a threshold online presence by Semester 1, 2018 - in the past you had a very strong school leaver cohorts (75%), over recent years this has decreased to about 50% with the other 50% being made up of non-traditional learners (over 25, low SES, International, first in family). Of these, you have a fairly small percentage of international students (8%) and Indigenous students (2%) almost exclusively studying on-campus. There is also a reasonably significant build-up of a refugee cohort, that in the last 3 years has grown from 1% to 3% of enrolments, and this is starting to impact on your support services.

11. Division of Learning and Teaching, Charles Sturt University - Blended mode of delivery - education, entrepreneurship and technology come together in a 'students as partner' model of learning - the resourcing implications (indicative) that will enable this Institution to meet the challenge of the digital generation and the knowledge society by making the provision of education more accessible, relevant, and intellectually engaging through flexible technology-enhanced forms of delivery. - transformation of traditional teaching and learning to more engaging, flexible, technology-enhanced and effective approaches - offering programs that prepare life-long learners with relevant capabilities, competencies and digital literacies. - a long-term goal of engaging students through the expanded use of digital technologies and artificial intelligence.

12. Division of Learning and Teaching, Charles Sturt University - the establishment and delivery of programs off-shore to boost the numbers of fee-paying students - consider MOOCS - growing use of synchronous technologies, such as Zoom - a focus on student success, especially for priority groups (low SES etc) - ??? …and therefore ….

13. Division of Learning and Teaching, Charles Sturt University What does this say about the student profile and the intended student experience?

14. Division of Learning and Teaching, Charles Sturt University We will consider the student voice in 14 areas: 1. Learning technologies general 2. LMS 3. Access 4. Accessibility 5. Adaptive learning and teaching, learning analytics and personalisation 6. Assessment, feedback, marks and grades including e-exams, submission 7. Communication and collaboration 8. Content

15. Division of Learning and Teaching, Charles Sturt University 9. External learning technologies and social media 10. Mobile learning/apps 11. Physical learning environments 12. Simulations and virtual worlds 13. Supporting ICTs general 14. Workplace learning

16. Division of Learning and Teaching, Charles Sturt University 1. Learning technologies general ECAR 2018: ECAR collaborated with 130 institutions in 9 countries and 36 US states to collect responses from 64,536 students. https://library.educause.edu/resources/2018/10/2018-students-and-technology- research-study Carnegie classification of unis: Associates Colleges (AA); Baccalaureate Colleges (BA); Master's Colleges and Universities (MA); Doctorate-granting Universities (DR)

17. Division of Learning and Teaching, Charles Sturt University Mcgraw-Hill 2016 Digital Study Trends Survey (October 17, 2016) More than 3,300 U.S. college students. 3,311 college students aged 18+; were from a mix of majors and grade levels; 2,780 of the students were selected from among a group of students who have previously used McGraw-Hill's technology in their coursework, while the remaining 531 were selected from outside this group. https://www.mheducation.com/news-media/press-releases/2016-digital-study- trends-survey.html

18. Division of Learning and Teaching, Charles Sturt University According to McGraw-Hill's 2016 Workforce Readiness Survey released in June 2016, 85 percent of college students feel having used tech in classes or to study has helped to make them a better job candidate. Mcgraw-Hill 2016 Digital Study Trends Survey (October 17, 2016)

19. Division of Learning and Teaching, Charles Sturt University The majority of college students surveyed (61 percent) prefer to enrol in classes that use digital learning technology. Mcgraw-Hill 2016 Digital Study Trends Survey (October 17, 2016).

20. Division of Learning and Teaching, Charles Sturt University ECAR 2018

21. Division of Learning and Teaching, Charles Sturt University ECAR 2018 The typical student is fairly serious about doing the work of being a student, spending 1 to 4 hours per day online doing homework and conducting research. Contrary to popular belief, students do not appear to spend most of their time using social media, watching TV, or playing video games. Indeed, the typical student spends 1 to 2 hours on social media and another 1 to 2 hours streaming video; more than half of students reported that they do not play video games.

25. Division of Learning and Teaching, Charles Sturt University ECAR 2018 While laptops, hybrids, desktops, and smartphones continue to be rated as very to extremely important to student success, the importance of these devices differs considerably by student demographics. Generally, women, students of color, students with disabilities, first-generation students, students who are independent (with or without dependents of their own), and students who come from disadvantaged socioeconomic backgrounds see their devices as significantly more important to their success than do their counterparts. White students are significantly less likely than non-white students to think desktops, tablets, and smartphones are important to their success.

26. Division of Learning and Teaching, Charles Sturt University Survey: Most Students Say Technology Boosts Academic Success (Sept, 2017) 601 U.S. adults ages 18–44 who are currently enrolled as students in two-year, four-year or graduate school programs. https://campustechnology.com/articles/2017/09/28/survey-most-students-say-technology- boosts-academic-success.aspx

27. Division of Learning and Teaching, Charles Sturt University Quizlet - 12,525 students and 10,800 teachers primarily in the United States, (2016) "most teachers say technology makes learning more fun, while students say it helps them learn" "One thing students and teachers of all ages agreed upon was interaction between students and teachers is an important part of a classroom learning environment."

29. Division of Learning and Teaching, Charles Sturt University ECAR 2018 A majority of students continue to express preferences for learning environments that fall somewhere on the “blended” continuum (from mostly face-to-face to mostly online). While a plurality (38%) of students prefer fully face-to-face classroom environments, students who have taken some fully online courses are significantly more likely to prefer blended environments and less likely to prefer purely face-to-face courses.

30. Division of Learning and Teaching, Charles Sturt University QSES How prospective students make study decisions - Aus Domestic student survey (2018) 5,486 Australian Respondents; 22 Participating Australian Institutions; 28% Male; 72%* Female; age 14-17 33%*; 18-19 24%; 20-25 10%; 26-35 13% www.qs-enrolmentsolutions.com

32. Division of Learning and Teaching, Charles Sturt University Making the online environment ‘truly online’ - Online Learning Report (2016). Academic Consulting Ltd on behalf of Massey University Student Survey and Evaluation Unit. Based on analysis of 2,000 comments in the 2015 Student Experience Survey Quality issues raised by students most often covered concerns about the user- friendliness or ease of navigation of Massey online tools. The calls for improvement of the online environment relate to the strong endorsement for online learning by students Having the flexibility of the online learning is brilliant when trying to raise a young family. I am an extramural student studying … while working a full-time job [overseas]. Learning this way is the only way I have known and given this day and age, the technology that Massey utilises in delivering coursework is fantastic. If I had simply a textbook, I would struggle, but having the online portal with Connect classes and video-conferencing makes all the difference.

33. Division of Learning and Teaching, Charles Sturt University TechnologyOne Aus Student Survey – March 2019 When asked about preferred learning structures and the student’s preferred way to attend university, nearly 50 per cent of respondents to TechnologyOne’s research said they prefer a blended learning combination of both in-person/on- campus lessons and online delivery. “Of the total respondents, 58 per cent said they are currently studying purely on- campus, yet when asked about their preferred way to attend university, only 31 per cent selected a pure on-campus learning experience. 1,008 online survey responses from current university students ranging from 18 years to over 45 years old. The student respondents were male (45 per cent) and female (55 per cent), undergraduate (74 per cent) and post-graduate (26 per cent), part-time (33 per cent) and full-time (77 per cent), and from every state and territory in Australia. The survey was commissioned by TechnologyOne and conducted in March 2019 by an independent third-party research company. https://www.technologyonecorp.com/student-survey

35. Division of Learning and Teaching, Charles Sturt University ECAR 2018 Although a majority of students said their instructors use technology to enhance their pedagogy, improve communication, and carry out course tasks, there are limitations when it comes to personal device use. Instructors encourage students to use their laptops more than smartphones, but nearly a third of students are not encouraged to use their own devices as learning tools in class, suggesting that many students take courses in which faculty discourage or ban the in-class use of students’ technology.

36. Division of Learning and Teaching, Charles Sturt University Survey: Most Students Say Technology Boosts Academic Success (Sept, 2017)

37. Division of Learning and Teaching, Charles Sturt University A few slides just to help with your case QSES How prospective students make study decisions - Aus Domestic student survey (2018)

38. Division of Learning and Teaching, Charles Sturt University QSES How prospective students make study decisions - Aus Domestic student survey (2018) 5,486 Australian Respondents; 22 Participating Australian Institutions; 28% Male; 72%* Female; age 14-17 33%*; 18-19 24%; 20-25 10%; 26-35 13% www.qs- enrolmentsolutions.com

40. Division of Learning and Teaching, Charles Sturt University 2016 09 Student Learning Technology Survey Report, Charles Sturt University – note 2010, 2014, 2016

42. Division of Learning and Teaching, Charles Sturt University Disruptive Devices – 2015: 1,658 undergraduates surveyed from 2 large unis in Australia (http://monash.edu/research/explore/en/publications/digital- downsides(9bed6fbc-23b3-48ba-bb2a-386465eb9bfe).html , http://www.smh.com.au/national/education/time-to-ask-students-about-use-of- digital-technologies-in-lectures-20150615-gho1c6.html) • 25.0% cited technology as a source of distraction (e.g. Facebook, other student’s use in lectures) • 23.5% cited difficulties and inconvenience (e.g. inconsistent design in LMS, difficulty reading using technology) • 19.1% cited diminished forms of higher education (e.g. “death by Powerpoint”, poor quality PDF)

43. Division of Learning and Teaching, Charles Sturt University o Generally more related to the logistics of university study, however:  30.6% said digital technology saved time (e.g. note taking, online assignment submission…)  27.9% mentioned reviewing and revising (lecturer recordings, catching up on missed materials)  27.9% mentioned researching  46.9% mentioned organising and managing logistics  32.7% mentioned flexibility of place and location (engage remotely, portability of work…)

44. Division of Learning and Teaching, Charles Sturt University Using research to inform learning technology practise and policy analysis of student perspectives https://ajet.org.au/index.php/AJET/article/view/629/854 Uni of Western Sydney, Australian Catholic University, Macquarie University, Uni Technology of Sydney The results show students are generally happy with the system and tools, but want academics to use them more comprehensively and consistently. 2016 CSU Dean of Students: students do not want a bewildering array of technologies – but a strategically selected environment of critical learning technologies AND consistency of interface.

46. Division of Learning and Teaching, Charles Sturt University ECAR 2018 LMS use remains prevalent across higher education institutions, with continued high rates of use and student satisfaction. Three- quarters of all students reported being either satisfied or very satisfied with their institution’s LMS, and more than three-quarters of students reported their LMS was used for most or all of their courses. This likely reflects satisfaction primarily with the functional aspects of their institution’s LMS. 2. LMS

47. Division of Learning and Teaching, Charles Sturt University 2016 09 Student Learning Technology Survey Report, Charles Sturt University

48. Division of Learning and Teaching, Charles Sturt University Disruptive Devices – 2015:  Re usefulness in Uni studies: 94.8% LMS useful/very useful, 99.8% of students surveyed use

49. Division of Learning and Teaching, Charles Sturt University 3. Access Important technological innovations to students include being able to access all course content from anywhere, any time, on any device (87 per cent), and a consistent student experience across all course touchpoints and interactions (88 per cent). TechnologyOne Aus Student Survey – March 2019

51. Division of Learning and Teaching, Charles Sturt University 2015 Uni of Southern Queensland survey

52. Division of Learning and Teaching, Charles Sturt University 4. Accessibility Adaptive and assistive technologies critical for those with disabilities – moral and legal responsibility

53. Division of Learning and Teaching, Charles Sturt University ECAR 2018 Carnegie classification of unis: Associates Colleges (AA); Baccalaureate Colleges (BA); Master's Colleges and Universities (MA); Doctorate-granting Universities (DR)

55. Division of Learning and Teaching, Charles Sturt University 5. Adaptive learning and teaching, learning analytics and personalisation 2016 09 Student Learning Technology Survey Report, Charles Sturt University 65% of students surveyed believed that adaptive learning tools would enhance their learning experience. Among students who have experienced adaptive learning tools, 96% agree that such tools enhance the learning experience.

56. Division of Learning and Teaching, Charles Sturt University Half of college students feel that adaptive learning technology and online quizzes have had a major effect on their grades. Two-thirds of students report that adaptive learning technology and online quizzes are very or extremely helpful in learning retention (66 percent). Most college students agree or strongly agree that digital learning technology should adapt to their unique way of learning (89 percent) and be individualized (80 percent). Mcgraw-Hill 2016 Digital Study Trends Survey (October 17, 2016).

58. Division of Learning and Teaching, Charles Sturt University 6. Assessment, feedback, marks and grades including e-exams, submission 2016 09 Student Learning Technology Survey Report, Charles Sturt University attitudes toward technologies for feedback and assessment: • 92% of students say EASTS is easy to use; • tests and quizzes in Interact2 were rated as easy to use by 89% of students; and • 77% of students agree that the use of tests/quizzes in their subjects enhances their learning. • 70% of students were positive that the use of Grade Centre in subject sites allowed them to track their progress and marks.

59. Division of Learning and Teaching, Charles Sturt University 7. Communication and collaboration 2016 09 Student Learning Technology Survey Report, Charles Sturt University • 74% of students agree the use of technology makes communication with their lecturers more effective • 66% of students were positive that use of technology in my subjects makes communication and collaboration with fellow students more effective;

60. Division of Learning and Teaching, Charles Sturt University Making the online environment ‘truly online’ - Online Learning Report (2016). Massey University 8. Content There were widespread concerns as to the consistency of the online learning environment – or rather, the lack of any such consistency. Stream needs to be more consistent. I find it incredibly frustrating to have to learn how an individual tutor or department has decided to do things differently in every single paper. Standardisation is critical, I waste so much time trying to find information and even more frustrating you find something near the end of the paper hidden that would of made learning easier.

61. Division of Learning and Teaching, Charles Sturt University Lecture recording As an extramural student, watching the live lectures on the material has been AMAZING. It’s as if I’m in the class with the students, except it’s better because I have the ability to pause and rewind when I missed important information. This has truly been my highlight of this semester! Quality of recording lectures needs massive improvement. Sound very poor/vision of whiteboard poor. Can’t hear lecturers unless they are in specific positions and cannot hear participants’ questions. Lecturer should repeat back questions students ask to help with this issue for the recording – this is facilitation 101 (I am a facilitator myself).

63. Division of Learning and Teaching, Charles Sturt University Disruptive Devices – 2015 from 2 large unis in Australia  93.7% library online resources useful/very useful, 97.2% use  76.8% e-books/e-textbooks useful/very useful, 83.9% use

64. Division of Learning and Teaching, Charles Sturt University QSES How prospective students make study decisions - Aus Domestic student survey (2018) 5,486 Australian Respondents; 22 Participating Australian Institutions; 28% Male; 72%* Female; age 14-17 33%*; 18-19 24%; 20-25 10%; 26-35 13% www.qs-enrolmentsolutions.com 9. External learning technologies and social media The majority of prospective students use social media at some point in the student journey and are primarily looking for information on teaching staff, practical tips and industry placements.

65. Division of Learning and Teaching, Charles Sturt University Mcgraw-Hill 2016 Digital Study Trends Survey (October 17, 2016). Eighty-eight percent of college students report finding their smartphones helpful to their studies. 10. Mobile learning/apps More than two-thirds of students (70 percent) feel it is at least moderately important to be able to study on mobile electronic devices, and almost a quarter (22 percent) feel it is "extremely important," a significant increase from 2015 (19 percent) and 2014 (13 percent).

67. Division of Learning and Teaching, Charles Sturt University ECAR 2018 11. Physical learning environments

68. Division of Learning and Teaching, Charles Sturt University 12. Simulations and virtual worlds ECAR 2018: Practically all college and university students have access to the most important technologies for their academic success. US students reported near- universal access to a desktop, laptop, tablet, or smartphone, with no systematic differences in access based on ethnicity, gender, age, and socioeconomic status. However, students reported low levels of access to newer, more expensive technologies such as augmented reality (AR) and virtual reality (VR) headsets and 3D printers.

69. Division of Learning and Teaching, Charles Sturt University Disruptive Devices – 2015: 1,658 undergraduates surveyed from 2 large unis in Australia 52.1% simulations/educational games useful/very useful for learning

70. Division of Learning and Teaching, Charles Sturt University 13. Supporting ICTs general (Scott 2005) • Student support counts • What students want is: efficient and responsive administrative, IT, library and student support systems actively working together to support its operation.

71. Division of Learning and Teaching, Charles Sturt University Making the online environment ‘truly online’ - Online Learning Report (2016). Massey University Skill development was helped with online support, which some students specifically mentioned as helpful and others found lacking: Feeling simultaneously overwhelmed at the workload and underwhelmed at the processes and support for online learning. As a distance student the online support and material has been exceptional.

72. Division of Learning and Teaching, Charles Sturt University 14. Workplace learning 2016 09 Student Learning Technology Survey Report, Charles Sturt University

74. Division of Learning and Teaching, Charles Sturt University SUMMARY “What do students say about TEL?”  In general positive about learning technologies  Educational technologies have helped them be a better job candidate  laptops and mobile phones  importance differ in relation to demographics  interaction is critical  prefer a blended learning environment  prefer flexibility  large proportion allowed to use technologies in class  technology can be a distraction  consistent use online and in class  LMS critical  individualisation important  appreciate student success tools  live lecture recording valuable  online library resources helpful  social media used by prospective students to make decisions  Mobile-friendly is critical  WIFI on campus important  AR/VR/simulations viewed as relatively new  Support is important by all areas

75. Division of Learning and Teaching, Charles Sturt University Reminder: Shirley Alexander’s “framework”

77. Division of Learning and Teaching, Charles Sturt University Reminder: after considering the student voice, you might come up with a student profile and intended student experience like this:

78. Division of Learning and Teaching, Charles Sturt University … or like this

79. Division of Learning and Teaching, Charles Sturt University Thanks & Questions Assoc Prof Philip Uys Director, Learning Technologies Acting Director, Learning Resources Division of Learning and Teaching Charles Sturt University www.csu.edu.au puys@csu.edu.au https://www.csu.edu.au/division/learning-and-teaching/home/technologies-for-learning-and-teaching Slides available at https://www.slideshare.net/puys

80. Division of Learning and Teaching, Charles Sturt University In a time of drastic change it is the learners who inherit the future. The "learned" usually find themselves equipped to live in a world that no longer exists Eric Hoffer

You are reading a preview.

What are Students Saying about Technology Enhanced Learning?

Related Books

Free with a 30 day trial from Scribd

Related Audiobooks

Free with a 30 day trial from Scribd