Man Xu conducted research on LearnBetter (LB), a study skills resource at the University of Edinburgh, through a questionnaire sent to 170 tutors and demonstrators. 12 responses were received. The research aimed to explore awareness and usage of LB, raise awareness, and gather suggestions. Most respondents were tutors who taught in subjects like Social and Education. While most had heard of LB, few had used it. Respondents felt generic study skills resources and the topics/materials in LB were generally useful. Suggestions to improve LB included better marketing, tailored content and audience, and easier navigation. Limitations included a small sample size and low response rate. Through her work, Man Xu gained research skills and confidence, and experienced cultural

1. Sarah’s Learning experience
in IAD
Man Xu (Sarah)
Management of Training and Development
Moray House School of Education
Placement Supervisors: Chris Doye and Frances Parry

2. Introduction
• Research Report of LearnBetter (LB):
aims, process, results and limitations
• Learning Reflection in IAD:
work at IAD, enjoyment, difficulties and
development, suggestions

3. Research Background
• LearnBetter (LB), which was created in
September 2012. It is a relatively new system
for students to help them build study skills as
well as offer resources for tutors,
demonstrators teaching assistants and
teaching academics.

4. LB slide
http://www.ed.ac.uk/schools-departments/institute-academic-development/undergraduate/learning-resource

5. Research Aims
• A study skills resources questionnaire was
used to conduct this research. The main
points we wanted to achieve from it were
exploring the awareness and usage of LB by
tutors and demonstrators for their teaching
and their students’ learning, moreover, raising
the awareness, and canvassing suggestions for
LB.

6. • Background research: 28th
Jan---1st
Feb
• Constructing questionnaire: 4th
Feb- 20th
Feb
• Questionnaire distributed : 21st
Feb---4th
Mar
• Data input and analysis : 5th
Mar---15th
Mar
• Data presentation (Report): 18th
Mar---3rd
Apr
Research Timeline

7. Questionnaire was sent to 170 tutors and
demonstrators who registered for IAD
courses by email.
12 questionnaires were returned within 11
days, and the return rate was 7.06 %. Due to
the low return rate, more consideration was
given to the information gain from the open
questions.
Research Process & Findings

8. Respondents Teaching Background
0
1
2
Figure1.2 Which school/s do you teach in?
Fi gure1. 2 2 1 1 2 2 1 1 1 1
Soci
al
and
Educ
at i o
n
Busi
ness
Hi st
ory,
Cl as
Mat h
emat
i cs
Chem
i st r
y
I nf o
rmat
i cs
Engi
neer
i ng
Bi om
edi c
al
Section 1 Respondents Attribute: a more objective and extensive demonstration of using LB (Figure 1.1, Figure 1.2, and Figure 1.3)
Figure1.1 Respondents Attribute
41%
17%
42% t ut or
demonst r at or
bot h
Figure1.3 Which year do you teach?
40%
20%
30%
0% 10%
1 (undergraduat e)
2 (undergraduat e)
3 (undergraduat e)
4 (undergraduat e)
post graduat e

9. Figure1.4 Please highlight the appropriate answer
0, 0% 2, 17%
10, 83%
I have used Lear nBet t er
or r ef er r ed st udent s t o
i t
I had l ooked at
Lear nBet t er bef or e I
r ecei ved t hi s
quest i onnai r e but have
never used i t or
r ef er r ed st udent s t o i t
I had never l ooked at
Lear nBet t er bef or e I
r ecei ved t hi s
quest i onnai r e
Awareness of LB
Section 3&4

10. Use and Value of LB
0
1
2
3
4
Figure4.1 Howlikely is it that you will use LB with your
students in the future? （exluded 1 no reply and 1
unvalid answer）
Fi gure4. 1 0 4 2 0 1 1
1 very
l i kel y
2 3 4 5
6 not
at al l
l i kel y
3 3
7
6
0
1
2
3
4
5
6
7
Figure4.2 Ifyou are likely to use LB, howmight you use
it? Please highlight all answers that apply:
Fi gure4. 2 3 3 7 6
i )Di rect l
y use t he
mat eri al
i i )Adapt
t he
mat eri al
i i i )Ref er
speci f i c
sect i on/ s
i v)Ref er
as a
whol e
(Q 3.1, Q 4.1 and Q 4.2)

11. Usefulness of Generic Study Skills
2
3
2
1 1
0
0
1
2
3
Figure4.3 In general, how useful do you think a generic
study skills resources on a VLE is? （exluded 1 unvalid
answer）
Fi gur e4. 3 2 3 2 1 1 0
1 ver y
usef ul
2 3 4 5
6 not
at al l
usef ul
(Q 3.2 and Q 4.3)

12. Usefulness of Both Topics Covered and
Types of Materials
2
4
1
0
1
0
0
1
2
3
4
Figure4.4 In general,how useful do you think the topics
ocvered on LB are? （exluded 1 no reply and 1 unvalid
answer）
Fi gur e4. 4 2 4 1 0 1 0
1
ver y
usef u
2 3 4 5
6
not
at
1
3
2
1
0 0
0
1
2
3
Figure4.5 In general, how useful do you think the
types ofmaterials provided on LB are? （exluded 2 no
replys and 1 unvalid answer）
Fi gure4. 5 1 3 2 1 0 0
1
very
2 3 4 5
6
not
(Q 3.3, Q 4.4 and Q 3.4, Q4.5)

13. Suggestions to improve LB
• Marketing
• Content and Audience
• Ease of use
– Navigation
– Worksheets
– Organisation
(Q 3.5 and Q 4.6)

14. Limitations
• Choice of sample
• Low return rate
• Data collection time
• No pilot/test of questions

15. My Learning Reflection
Work at the IAD:
•A true meaning of Worked Based Learning:
Work + Learning
•Something similar & something different

16. Enjoyment:
• Communication
• Support

17. Difficulty:
• Balance between WBL and other courses

18. Development ：
• Confidence
• Research Skills
• Language
• Cultural Fusion

19. Some can be improved:
• Some general training courses
• Timetable

20. Thank you so much Chris and Frances!
Thanks for all the supports and guidance…
Thank you so much Diane!
Thanks for all the helps…
Thank you so much everyone!
It is such a good memory with all of you…