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Keynote:
Prof Philippa Levy
PVC Student
Learning, The
University of
Adelaide
Chair:
Prof Judyth Sachs
Chief Academic
Officer, Studiosity
Embracing and
effectively leveraging
online student
support at an
institutional level
Students First: Studiosity Symposium 2020
Professor Philippa Levy, Pro Vice-Chancellor (Student Learning)
Overview
• The University of Adelaide (UoA)
• Our academic support ecosystem
• Embracing and accelerating online
• Studiosity and other examples
• Reinventing academic support at UoA
3
The University
Students First 2020 - Embracing and effectively leveraging online student support at an institutional level
Students First 2020 - Embracing and effectively leveraging online student support at an institutional level
Slide 7
Diversity Profile 2019
COHORT (EFTSL)
Full time vs Part time 91% - 9%
Domestic vs International 68% - 32%
ATSI 1%
Under 25 vs Over 25 79% - 21%
Medium vs High vs Low SES 44% - 40% -15% (domestic)
Metropolitan vs Regional 85% - 15% (domestic)
ATAR <65 5%
8
9
Flexibility
Quality
Relevance
Inclusion
Employability
21st century education at UoA
Renewed education portfolio
Revitalised portfolio of programs and courses
Futures curriculum
Employability
Flexible structures and delivery
Student recruitment and entry
Increased fully online delivery
Flexible academic calendars and timetable
Learning and teaching excellence
New directions in learning and teaching
High quality academic and pastoral support
Community and connection
Physical spaces and digital experience
Slide 11
Our Academic Support
Ecosystem
Engagement, Retention and Success
13
Student engagement and sense of belonging to academic community: positive staff-
student and peer-to-peer relations in discipline contexts; social integration
Employability development an integral part of the learning experience: students’
expectations about employment outcomes a key factor in motivation and persistence
Mainstreamed advisory and support provision for all students: combined with
targeted support for specific cohorts
Tailored strategies for different programs and courses: including for programs and
courses with lower rates of student retention and success
Best practice and innovation in strategies: including through innovative use of digital
technologies for flexible and personalised support
Co-creation and partnership with students: including in design and delivery of services
and initiatives
Academic Support Services
• Succeed@Adelaide
• Maths Learning Centre
• Writing Centre
• Online Academic Skills
Support (Studiosity)
• Peer-Assisted Study
Sessions
• Employability Support
14
10683
PEER ASSISTED
STUDY
SESSIONS
3076
mentoring
sessions
WRITING
CENTRE
5940
mentoring
sessions
MATHS
LEARNING
CENTRE
Complementary academic and co-curricular support services also offered through Library, specialist services (e.g. for our
Indigenous students; International students), and through faculties in some discipline areas)
Embracing online: Studiosity
15
• Aligned with Future Making,
integral to Student Retention
and Success Plan
• Flexible online support
complementing campus-
based services
• 2018 pilot
Rollout 2019
Writing
Feedback
Connect Live
Bringing staff on board
• Engage and include from the outset
• Be clear on objectives: student success,
scale, complementarity, value-add
• Promote and champion: e.g. roadshows
• Address questions and concerns
• Quality, evaluation, governance
• Impact on existing services and staff
• Demonstrate student engagement:
faculty usage reports
• Articulate Studiosity’s role in ecosystem
• Show transcripts and support academic
staff to leverage info on student queries
in their teaching 16
In-house ‘value-add’ report for Course Coordinators
Engaging and supporting
students
Embed access into MyUni courses (LMS)
Leverage academic staff champions
Promote and use as integral part of Academic
Success services, not just peripheral add-on
e.g. Writing Centre volunteer program helps
students to use Studiosity; Writing Centre
mentors use feedback from Studiosity to
build on support or focus on specific issues
Who were our Studiosity users
in 2019 and how did they use
services?
18
6.0
10.2
4.6
6.1
5.9
5.0
6.0
6.0
6.2
6.3
2.4
8.0
5.3
6.1
5.5
7.0
5.3
7.3
8.0
6.4
5.6
7.8
4.4
5.5
6.8
7.7
5.7
6.5
6.8
5.7
4.8
0 5 10 15 20
University total
Arts
ECMS
HMS
Professions
Sciences
Under 25
25 and over
Under 70
Over 70
Academic Risk Status
Commencing
Aboriginal and Torres…
Non-Indigenous
English
Non-English
Part time
Full time
Enabling
Undergraduate
Postgraduate
Female
Male
Metropolitan
Regional
Remote
Domestic
International
Low
Medium
High
Faculty
Age
group
ATAR
BandCohort
Indigen
ous
status
Langua
ge
Backgro
undLoadProgramGenderRemoteness
Residen
cy
Socio-
economic
status
Per Cent
• 6% of students accessed Studiosity in 2019 - up to 10
sessions each
• Writing Feedback considerably more heavily used
than Connect Live
• Engagement higher in Arts, lower in Engineering and
Professions; higher among Commencing, Regional
and Remote, International (ESL), low SES
• Engagement lower among Part-time and Academic
Progress Risk status students
• Mid-week peak but good spread across week
Did Studiosity users also use other
services?
19
6.0
5.1
4.7
1.7
0.5 0.2
0.0
2.0
4.0
6.0
8.0
PerCent
Students using Support Services as a proportion of all in-scope students
• Studiosity was used by students who did not use other services
• ‘Studiosity only’ user group had same demographic profile as users of other services:
incl. female students, low SES, commencing and regional-remote more likely to be users
What did students think?
Slide 20
Did Studiosity use result in higher marks
and improved GPA scores?
21
55.5
37.8
18.6
46.0 47.8
16.3
0.0
20.0
40.0
60.0
PerCent
2018 - 2019 GPA
Studiosity User Non-userTable Legend
Mean X
Median Horizontal line in box
Range Vertical line
Middle 50% Box
Outliers Dots
Consideration of confounding factors required
Moving fully online in S1 2020
22
Studiosity in 2020: growing engagement
23
Writing Feedback and Connect Live sessions 2019 2020
Total engagements (minutes) 1,849 (47,432) 2,758 (72,532)
Unique Students 749 1,087
Comparing Mar-Apr-May 2020 with 2019
-3.0%
-2.0%
-1.0%
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
Studiosity PASS MLC WC
2019 2020 change
students (all cohorts)
Services converted rapidly to remote delivery dipped in engagement
Studiosity is playing an important part supporting our students in remote delivery,
including International students
Reinventing academic support
The context: accelerated flexible
education delivery S2 2020 and beyond
Blended mode: courses delivered with combination of in-person face-to-
face and online activities e.g. in S2 2020: online lectures (for all courses),
face-to-face practicals, tutorials; internships fully online or in-person;
expanded non-exam based assessment; online exams
• We will take opportunities to enhance blended learning on campus
by adopting the best elements of what we are learning about online
delivery through the COVID-19 experience
Dual mode: courses delivered in both Remote and Blended mode, with
flexibility of choice where practicable for onshore students
Remote mode: courses delivered with all learning activities fully online
26
Planning informed by student feedback
27
• Mid-semester survey, response rate 9.8% (6,543 responses)
• Over 300,000 items of text - analysed using text-mining for sentiment analysis and rapid qualitative
approaches to identify themes
What do students prefer?
I love this course. … I now prefer the online tutorial BY FAR. It is so much easier to do tutorials online as it
feels more one on one and it is so much easier to ask questions and have them explained AND HAVE
RECORDINGS OF IT! I'm actually not looking forward to going back to university in person as this has been
so beneficial to my learning and understanding in most classes. (Sciences)
As a full time UoA employee and mother of 2 small children, the option to study remotely is incredibly
positive for me. My course coordinators have been very supportive. I like that the Zoom seminars have
been made optional with a compulsory discussion board submission. Flexibility is really key during this
stressful time.(Arts)
I feel the remote delivery has improved this course, other than being harder to work in groups, I have
found that the pre-recorded tutorials and the attitude of the lecturer have driven me to be more prepared.
I enjoy the tutorial activities and the lectures are still as informative as they were live.(Professions)
I'm loving the zoom sessions for the tutorials. As a part time student, I prefer this over travel into the city
for one 1 hour session. Instead I can log on from home, interact and not lose travel time from my work
hours.(Sciences)
28
What challenges do our online students
face (insights from Succeed@Adelaide)?
29
271 answered calls to offshore students
8342 answered calls to onshore students
How can we enhance support for
commencing offshore/onshore international
students? A new online initiative
30
Stream 1: Conversation Skills for University Study and Social Engagement
Stream 3 Communication Skills Adjunct Tutorials
Co-curricular opt in for all commencing international students
Discipline based English language skills through identified courses
English Language Skill
Development
(English Assist)
International Peer to Peer
Engagement
A personalised, peer-mentor success support scheme, targeting offshore and onshore commencing international students
International
Students
Stream 2: Reading and Writing for University
New principles for student services
• Regardless of their location or mode of study, students will have equitable
access to all support services (i.e., no service will only be offered in-person)
• Wherever possible, we want to continue practices that have resulted in
positive student and staff experience while delivering services remotely
• We will strive to change the thinking and approach to service delivery in
order to maintain a high level of customer service and engagement that is
location agnostic, rather than resuming ‘BAU’
• Remote service (i.e. Zoom, chat, online booking systems etc.) will be
rebranded from a COVID response, to our modern, flexible and responsive
‘On Your Terms’ model
• New service models will incorporate student feedback about their recent
experience of remote support and their preferences for future access
31
Future directions
• Online and flexible delivery are here to stay, for subject and general
academic support
• At-scale, expert online delivery (Studiosity) will complement in-house
services, which will become more flexible e.g. online bookings, online
consults where these complement Studiosity services
• Connection and community will continue to be a key focus, e.g. promotion
and referral through peer and academic mentors, including to targeted
cohorts (peer-to-peer and academic-to-student mentoring platform)
• Effective leveraging of online support will require continuing change
management
• Lead through academic champions, peer mentors, PASS leaders
• Embed in academic practice development and learning design support
• Adopt evidence-based approach, leveraging data and learning analytics32
Students First 2020 - Embracing and effectively leveraging online student support at an institutional level

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Students First 2020 - Embracing and effectively leveraging online student support at an institutional level

  • 1. Keynote: Prof Philippa Levy PVC Student Learning, The University of Adelaide Chair: Prof Judyth Sachs Chief Academic Officer, Studiosity Embracing and effectively leveraging online student support at an institutional level Students First: Studiosity Symposium 2020
  • 2. Professor Philippa Levy, Pro Vice-Chancellor (Student Learning)
  • 3. Overview • The University of Adelaide (UoA) • Our academic support ecosystem • Embracing and accelerating online • Studiosity and other examples • Reinventing academic support at UoA 3
  • 7. Slide 7 Diversity Profile 2019 COHORT (EFTSL) Full time vs Part time 91% - 9% Domestic vs International 68% - 32% ATSI 1% Under 25 vs Over 25 79% - 21% Medium vs High vs Low SES 44% - 40% -15% (domestic) Metropolitan vs Regional 85% - 15% (domestic) ATAR <65 5%
  • 8. 8
  • 10. 21st century education at UoA Renewed education portfolio Revitalised portfolio of programs and courses Futures curriculum Employability Flexible structures and delivery Student recruitment and entry Increased fully online delivery Flexible academic calendars and timetable Learning and teaching excellence New directions in learning and teaching High quality academic and pastoral support Community and connection Physical spaces and digital experience
  • 13. Engagement, Retention and Success 13 Student engagement and sense of belonging to academic community: positive staff- student and peer-to-peer relations in discipline contexts; social integration Employability development an integral part of the learning experience: students’ expectations about employment outcomes a key factor in motivation and persistence Mainstreamed advisory and support provision for all students: combined with targeted support for specific cohorts Tailored strategies for different programs and courses: including for programs and courses with lower rates of student retention and success Best practice and innovation in strategies: including through innovative use of digital technologies for flexible and personalised support Co-creation and partnership with students: including in design and delivery of services and initiatives
  • 14. Academic Support Services • Succeed@Adelaide • Maths Learning Centre • Writing Centre • Online Academic Skills Support (Studiosity) • Peer-Assisted Study Sessions • Employability Support 14 10683 PEER ASSISTED STUDY SESSIONS 3076 mentoring sessions WRITING CENTRE 5940 mentoring sessions MATHS LEARNING CENTRE Complementary academic and co-curricular support services also offered through Library, specialist services (e.g. for our Indigenous students; International students), and through faculties in some discipline areas)
  • 15. Embracing online: Studiosity 15 • Aligned with Future Making, integral to Student Retention and Success Plan • Flexible online support complementing campus- based services • 2018 pilot Rollout 2019 Writing Feedback Connect Live
  • 16. Bringing staff on board • Engage and include from the outset • Be clear on objectives: student success, scale, complementarity, value-add • Promote and champion: e.g. roadshows • Address questions and concerns • Quality, evaluation, governance • Impact on existing services and staff • Demonstrate student engagement: faculty usage reports • Articulate Studiosity’s role in ecosystem • Show transcripts and support academic staff to leverage info on student queries in their teaching 16 In-house ‘value-add’ report for Course Coordinators
  • 17. Engaging and supporting students Embed access into MyUni courses (LMS) Leverage academic staff champions Promote and use as integral part of Academic Success services, not just peripheral add-on e.g. Writing Centre volunteer program helps students to use Studiosity; Writing Centre mentors use feedback from Studiosity to build on support or focus on specific issues
  • 18. Who were our Studiosity users in 2019 and how did they use services? 18 6.0 10.2 4.6 6.1 5.9 5.0 6.0 6.0 6.2 6.3 2.4 8.0 5.3 6.1 5.5 7.0 5.3 7.3 8.0 6.4 5.6 7.8 4.4 5.5 6.8 7.7 5.7 6.5 6.8 5.7 4.8 0 5 10 15 20 University total Arts ECMS HMS Professions Sciences Under 25 25 and over Under 70 Over 70 Academic Risk Status Commencing Aboriginal and Torres… Non-Indigenous English Non-English Part time Full time Enabling Undergraduate Postgraduate Female Male Metropolitan Regional Remote Domestic International Low Medium High Faculty Age group ATAR BandCohort Indigen ous status Langua ge Backgro undLoadProgramGenderRemoteness Residen cy Socio- economic status Per Cent • 6% of students accessed Studiosity in 2019 - up to 10 sessions each • Writing Feedback considerably more heavily used than Connect Live • Engagement higher in Arts, lower in Engineering and Professions; higher among Commencing, Regional and Remote, International (ESL), low SES • Engagement lower among Part-time and Academic Progress Risk status students • Mid-week peak but good spread across week
  • 19. Did Studiosity users also use other services? 19 6.0 5.1 4.7 1.7 0.5 0.2 0.0 2.0 4.0 6.0 8.0 PerCent Students using Support Services as a proportion of all in-scope students • Studiosity was used by students who did not use other services • ‘Studiosity only’ user group had same demographic profile as users of other services: incl. female students, low SES, commencing and regional-remote more likely to be users
  • 20. What did students think? Slide 20
  • 21. Did Studiosity use result in higher marks and improved GPA scores? 21 55.5 37.8 18.6 46.0 47.8 16.3 0.0 20.0 40.0 60.0 PerCent 2018 - 2019 GPA Studiosity User Non-userTable Legend Mean X Median Horizontal line in box Range Vertical line Middle 50% Box Outliers Dots Consideration of confounding factors required
  • 22. Moving fully online in S1 2020 22
  • 23. Studiosity in 2020: growing engagement 23 Writing Feedback and Connect Live sessions 2019 2020 Total engagements (minutes) 1,849 (47,432) 2,758 (72,532) Unique Students 749 1,087
  • 24. Comparing Mar-Apr-May 2020 with 2019 -3.0% -2.0% -1.0% 0.0% 1.0% 2.0% 3.0% 4.0% 5.0% Studiosity PASS MLC WC 2019 2020 change students (all cohorts) Services converted rapidly to remote delivery dipped in engagement Studiosity is playing an important part supporting our students in remote delivery, including International students
  • 26. The context: accelerated flexible education delivery S2 2020 and beyond Blended mode: courses delivered with combination of in-person face-to- face and online activities e.g. in S2 2020: online lectures (for all courses), face-to-face practicals, tutorials; internships fully online or in-person; expanded non-exam based assessment; online exams • We will take opportunities to enhance blended learning on campus by adopting the best elements of what we are learning about online delivery through the COVID-19 experience Dual mode: courses delivered in both Remote and Blended mode, with flexibility of choice where practicable for onshore students Remote mode: courses delivered with all learning activities fully online 26
  • 27. Planning informed by student feedback 27 • Mid-semester survey, response rate 9.8% (6,543 responses) • Over 300,000 items of text - analysed using text-mining for sentiment analysis and rapid qualitative approaches to identify themes
  • 28. What do students prefer? I love this course. … I now prefer the online tutorial BY FAR. It is so much easier to do tutorials online as it feels more one on one and it is so much easier to ask questions and have them explained AND HAVE RECORDINGS OF IT! I'm actually not looking forward to going back to university in person as this has been so beneficial to my learning and understanding in most classes. (Sciences) As a full time UoA employee and mother of 2 small children, the option to study remotely is incredibly positive for me. My course coordinators have been very supportive. I like that the Zoom seminars have been made optional with a compulsory discussion board submission. Flexibility is really key during this stressful time.(Arts) I feel the remote delivery has improved this course, other than being harder to work in groups, I have found that the pre-recorded tutorials and the attitude of the lecturer have driven me to be more prepared. I enjoy the tutorial activities and the lectures are still as informative as they were live.(Professions) I'm loving the zoom sessions for the tutorials. As a part time student, I prefer this over travel into the city for one 1 hour session. Instead I can log on from home, interact and not lose travel time from my work hours.(Sciences) 28
  • 29. What challenges do our online students face (insights from Succeed@Adelaide)? 29 271 answered calls to offshore students 8342 answered calls to onshore students
  • 30. How can we enhance support for commencing offshore/onshore international students? A new online initiative 30 Stream 1: Conversation Skills for University Study and Social Engagement Stream 3 Communication Skills Adjunct Tutorials Co-curricular opt in for all commencing international students Discipline based English language skills through identified courses English Language Skill Development (English Assist) International Peer to Peer Engagement A personalised, peer-mentor success support scheme, targeting offshore and onshore commencing international students International Students Stream 2: Reading and Writing for University
  • 31. New principles for student services • Regardless of their location or mode of study, students will have equitable access to all support services (i.e., no service will only be offered in-person) • Wherever possible, we want to continue practices that have resulted in positive student and staff experience while delivering services remotely • We will strive to change the thinking and approach to service delivery in order to maintain a high level of customer service and engagement that is location agnostic, rather than resuming ‘BAU’ • Remote service (i.e. Zoom, chat, online booking systems etc.) will be rebranded from a COVID response, to our modern, flexible and responsive ‘On Your Terms’ model • New service models will incorporate student feedback about their recent experience of remote support and their preferences for future access 31
  • 32. Future directions • Online and flexible delivery are here to stay, for subject and general academic support • At-scale, expert online delivery (Studiosity) will complement in-house services, which will become more flexible e.g. online bookings, online consults where these complement Studiosity services • Connection and community will continue to be a key focus, e.g. promotion and referral through peer and academic mentors, including to targeted cohorts (peer-to-peer and academic-to-student mentoring platform) • Effective leveraging of online support will require continuing change management • Lead through academic champions, peer mentors, PASS leaders • Embed in academic practice development and learning design support • Adopt evidence-based approach, leveraging data and learning analytics32