Learner digital experience insights survey 2020: UK further education (FE) survey findings
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Learner digital experience insights survey 2020: UK further education (FE) survey findings
- 1. Learner digital experience insights survey 2020 UK further education (FE) survey findings September 2020 Sarah Knight and Ruth Drysdale
- 2. • Our insights surveys provide powerful data on how students, teaching and professional services staff, and researchers, are using technology • Designed to help to understand and improve the digital experience in FE and HE • Provide baseline and benchmarking data to inform your digital strategy • New question sets for 2020-1 surveys running from October and will reflect requirements for the COVID-19 context • Join us on 22 September 1-2 pm for our webinar to find out more about the new questions and running insights in your organisation https://www.jisc.ac.uk/events/getting-started- with-your-2020-digital-experience-insights-surveys-22-sep- 2020 Digital experience insights surveys https://digitalinsights.jisc.ac.uk/ what-is-digital-insights- experience/
- 3. Learner digital experience insights survey 2020: UK further education (FE) findings: https://www.jisc.ac.uk/reports/learner-digital- experience-insights-survey-2020-uk-further-education Student digital experience insights survey 2020: UK higher education (HE) survey findings: https://www.jisc.ac.uk/reports/student-digital- experience-insights-survey-2020-uk-higher-education Student digital experience insights survey 2020: question by question analysis of findings from students in UK further and higher education: https://www.jisc.ac.uk/sites/default/files/dei-2020- student-survey-question-by-question-analysis.pdf
- 4. Listening to the learner voice
- 5. Students’ digital experience and environment • You and your technology • Technology at your college • Technology in your learning (or teaching, research or role) • Developing your digital skills https://digitalinsights.jisc.ac.uk/what-is-digital-insights-experience/
- 6. Theme 1: You and your technology (page 1 of 2) What personally owned devices do FE learners use in their learning? •82% smartphone •68% laptop •28% desktop •25% tablet •3% none of these • Are these devices sufficiently high spec to access institutional systems? • Do you know what devices your students have to access their learning? • Do they have access to wifi, mobile data, and a place to study?
- 7. Theme 1: You and your technology (page 2 of 2) Confidence 72% were either ‘very’ or ‘quite’ confident at trying out new technologies 23% gave a neutral response Only 5% said they were either ‘not very’ or ‘not at all’ confident Attitudes and confidence in using technology Attitudes 49% FE learners enjoyed trying out new and innovative technologies 45% were comfortable using mainstream technologies 6% preferred not to use technology unless they had to Students need to understand the potential relevance of new technologies and evolving workplace practices and to build the digital confidence and resilience this requires
- 8. “Laptops or tablets should be given on long term loans because some people do not have laptops and then find it hard to meet their deadline.” FE learner “[make] sure the software we have to use can be accessed by all rather than some people with better devices being able to do things quicker” FE learner
- 9. Theme 2: Technology in your organisation (page 1 of 4) • 68% of FE learners said they had access to reliable on campus wifi • 63% agreed that their organisation let them access online systems and services from anywhere • Only 57% agreed that their organisation supported them to use their own digital devices Quality of organisational digital provision • 75% of FE learners rated the quality of their organisation’s digital provision as ‘good’, ‘excellent’ or ‘best imaginable’ • 5% rated digital provision as ‘poor’, ‘awful’ or the ‘worst imaginable’ These figures are lower than is desirable – access to these services is critical to learning both on and off campus Access to essential services
- 10. Theme 2: Technology in your organisation (page 2 of 4) Access to digital resources on demand 73% of FE learners said they had access to online course materials on demand 50% said they had access to file storage and backup 32% said they had access to e-books and e-journals 32% said they had access to online skills training resources 13% said they had access to recorded lectures 5% said they had access to none of these Access to resources that are increasingly regarded as essential to learning is variable - is better signposting needed for students?
- 11. Theme 2: Technology in your organisation (page 3 of 4) Which apps or platforms outside of the learning environment have you used to discuss or collaborate with other students?
- 12. Theme 2: Technology in your organisation (page 4 of 4) Involvement in digital decisions • Only 26% of FE learners agreed that they got the chance to be involved in decisions about digital services • 28% disagreed that they had this opportunity Confidence in how data is collected and used • Only 37% of FE learners agreed that their organisation had told them how their data was collected and used • 21% disagreed that they were told Our research shows that when students have an opportunity to contribute, all users benefit
- 13. Questions on theme 1 and theme 2 findings?
- 14. Theme 3: Technology in your learning (page 1 of 4) Overall quality of digital teaching and learning • 76% of FE learners rated the quality of digital teaching and learning on their course as ‘good’, ‘excellent’ or ‘best imaginable’ • Only 5% rated it as ‘poor’, ‘awful’ or the ‘worst imaginable’ Who supports you most to use technology in your learning? • 50% of FE learners cited lecturers on their course as the most common source of support • 18% cited other learners as being the most common • 15% cited online videos and resources • 12% cited friends and family • 6% said other support staff
- 15. Digital tools or apps FE learners find really useful for learning Theme 3: Technology in your learning (page 2 of 4)
- 16. Theme 3: Technology in your learning (page 3 of 4) Carrying out digital activities On a monthly or more frequent basis: • 86% FE learners said that they got digital feedback on their work • 79% worked with data (eg analysis or visualisation) • 68% created a digital record or portfolio of their learning • Although 67% FE learners worked online with other students, 33 % said they never did this • Only 28% said they used simulations, virtual or augmented reality
- 17. Theme 3: Technology in your learning (page 4 of 4) What one thing should your college do to improve the quality of digital teaching and learning? • Help teaching staff to develop digital skills so they can support students effectively • Record all lectures and upload promptly • Improve consistency and navigation of the learning environment • More interactivity and collaboration in digital learning
- 18. “It’s been hard to complete college work assignments at home with finding the work difficult. Some of my teachers’ communication with me over email was poor as I would not hear back from for a while now. I have failed my course because of not being able to attend college over the time period of covid19” FE learner “Some teachers do not have the adequate technological knowledge or confidence to make full use of such technology” FE learner
- 19. Theme 4: Developing digital skills (page 1 of 3) Quality of support to develop digital skills • 66% of FE learners rated the quality of support they received from their college to develop their digital skills as ‘good’, ‘excellent’ or ‘best imaginable’ • 27% rated it as average and 7% rated it as ‘poor’, ‘awful’ or the ‘worst imaginable’ • 20% of FE learners did not discuss their digital skills either during induction, during one to one sessions with tutors, in lectures and classes or with other learners Discussing learners’ digital skills
- 20. Theme 4: Developing digital skills (page 2 of 3) Organisational support for learners to develop their digital skills • 51% of FE learners agreed they received guidance about the digital skills they needed for their course • 41% of FE learners agreed that their college provided them with the chance to assess their digital skills (eg for career planning) Developing digital capabilities: “Not basic things we already know but more advanced and focused courses on what we as individuals want to do in our future careers” FE learner
- 21. Theme 4: Developing digital skills (page 3 of 3) To develop your digital skills what one thing should your college do?
- 22. Questions on theme 3 and theme 4 findings?
- 23. The impact of COVID-19 Feelings of disconnection and requests for more contact and support Requests for more recorded lectures Support for basic skills of digital access to learning Requests for loans of laptops The need for staff training on use of digital communication and conferencing for teaching Better remote access to college systems A need for consistency in use of technology and feedback methods
- 24. Improving the digital experience of all students • Tackling digital poverty is a critical issue • Transformational learning design • Continuous and ‘high-vis’ support for developing the digital capabilities of learners • Throughout your learners’ journey from pre-arrival; induction; on course and progression into the workplace; alumni
- 25. Transformational learning design • New pedagogical approaches are required • Accessibility and wellbeing are fundamental aspects of learning design • Assessment practices must continue to evolve • Industry relevance is vital • Learning should be active and interactive • Connecting online builds a sense of community
- 26. Learner digital experience insights survey 2020: UK further education (FE) findings: https://www.jisc.ac.uk/reports/learner-digital-experience- insights-survey-2020-uk-further-education Student digital experience insights survey 2020: UK higher education (HE) survey findings: https://www.jisc.ac.uk/reports/student-digital-experience- insights-survey-2020-uk-higher-education Student digital experience insights survey 2020: question by question analysis of findings https://www.jisc.ac.uk/sites/default/files/dei-2020-student- survey-question-by-question-analysis.pdf Shaping the digital future of FE and Skills https://www.jisc.ac.uk/reports/shaping-the-digital-future-of-fe- and-skills
- 27. Open data visualisations – coming soon Insert footer27
- 28. Get involved Join us on 22nd September 1- 2 pm for our webinar on getting stated with DEI with our new question sets updated for the COVID context to launch in October Jisc toolkit: supporting the digital experience of new students Use these customisable toolkits to help you review, develop and communicate information that is key to the successful induction and onboarding of new students https://digitalinsights.jisc.ac.uk/reports-and-briefings/our-briefings-and- toolkits/ Sign up to run the surveys in your university https://digitalinsights.jisc.ac.uk/subscribe/find-out-more/ Join our Insights community: Click on jiscmail.ac.uk/JISC- DIGITALINSIGHTS-COP and join by clicking on the 'Subscribe or Unsubscribe' button
- 29. Except where otherwise noted, this work is licensed under CC-BY Get in touch… Digital experience insights Sarah Knight Sarah.knight@jisc.ac.uk Ruth Drysdale Ruth.drysdale@jisc.ac.uk https://digitalinsights.jisc.ac.uk #digitalstudent
Hinweis der Redaktion
- This slide shows the number of learners who participated in the 2020 learner digital experience insights surveys. The data was collected from 36 colleges between October 2019 and May 2020. The majority of data was collected pre lockdown although the 35 % of data provides us with valuable insights into how students were using technology for their learning during lockdown.
- We will share with you the key findings from each of the four themes and highlight some implications for consideration for the new academic year.
- Although students had access to these devices, more information is needed to ensure we know whether the devices are of sufficient spec for accessing institutional systems and software. How do you gather this information from your students – do they have access to reliable wifi, can they afford mobile data charges and do they have a safe and appropriate place to study if not on campus?
- This was a new question added to the survey for 2019-20. Although 72 % of students were either very or quite confident at trying out new technologies, only 45 % were comfortable with using mainstream technologies. Students who participated in Jisc consultation events in July echoed the messages that we cant assumer that all students feel comfortable or confident in using the technologies provided.
- Digital poverty is a theme running through much of the evidence gathered post lockdown and crucially needs addressing to ensure an equitable experience for all learners returning to college,
- Although these figures are overall positive there are areas for improvement for example, ensuring all students have access to organisational systems and services from where ever they are studying. Access to reliable wifi continues to be an issue for learners. With students using their own devices for learning, they will need support with this. Induction processes need to ensure these critical areas of support are picked up and students know how to access support either on campus or remotely.
- Although its worth remembering that most learners were completing this survey prior to 23 March, there are areas which are still surprising for example, only 73 % of learners said they have access to online course materials, only 32 % of learners have access to ebooks and ejournals and 15 % have access to recorded lectures. It may be that learners do have access to these resources but they are not clearly signposted to them.
- This was a free text question that asked students to name an app or platform they used outside of their learning environment to discuss and collaborate with other students. 5,639 FE learners answered this question. unsurprisingly, the main means of discussing and collaborating was reported to be social media such as WhatsApp, Snapchat and Facebook, followed by communication tools such as email and Messenger, and videoconferencing platforms such as Teams and Zoom. Among social media, Facebook was more widely cited in HE than in FE. Messaging apps were considerably more widely used than email for communication. Video conferencing platforms such as Teams, Skype, Zoom, and Google Hangouts make a strong showing in both sectors, though more strongly in FE. Survey data was collected across the start of lockdown, which may well account for this finding.
- Although we have been championing our student partnership work for nearly 10 years, its still disappointing to see that learners don’t feel they have the chance to be involved in decisions about their digital environment. The surveys are designed to raise the learner voice and be a way for universities to engage their students in an ongoing dialogue around digital. With the increasing amount of data being collected about learners, colleges have a duty to ensure that learners are informed on how their data is being collected and used. They may do this but learners are not actively recognising this.
- Pleasing to see learners rating the quality of the digital teaching and learning highly. The question on who supports you the most to use technology in your learning highlights the importance of lecturers knowing how technology can benefit their students’ learning. Online videos (possiblyYou Tube) also rate highly here as well as peer support.
- Asking learners to share the digital tools or apps which they find really useful for learning offers a rich picture and shows the vast number of tools and apps being used. Over 10,604 FE learners answered this question. The four types of applications as their top choices for learning were their learning environment (top for FE), other online learning materials (top for HE), quiz and test applications (second for both groups), and online research tools such as search engines and library catalogues. The popularity of online learning materials has gone up when compared with last year’s respondents. You Tube features prominently (tying back to the previous slide on students using online videos)
- This question is a good indicator of the digital activities learners undertake. As we progress through this list and more from transactional uses of technology to more transformational, the percentages drop. Concerning to see that 33 % of learners never have the opportunity of collaborating online. This is an essential skill to prepare students for a digital workplace particularly in the current COVID context. There is an opportunity for more use to be made of VR and AR in offering students virtual experiences of techniques or environments which they are no longer able to access. We know there is innovative practice in this area in some colleges but is still niche.
- Learners were asked to describe what their organisation could do to improve the quality of digital teaching and learning. 8,499 FE learners completed a free text response to this question. This question was designed to yield actionable information to participating organisations. As anticipated, learners used this opportunity to raise the issues that they most urgently wanted changed. Their answers do not provide a balanced view of their digital experience, nor do they necessarily reveal the issues that would be at the top of learners’ priorities at other colleges. However there were some themes emerging: Help teaching staff to develop digital skills so they can support learners effectively More quizzes, polls and interactive learning in class Improve consistency and navigation of the learning environment with a simple page structure Make sure everyone has access to a computer
- Importance of communicating with learners and ensuring they feel supported.
- Where we had higher percentages for the quality of the digital environment and the quality of digital teaching and learning, the percentage falls to only 66 % for support to develop digital skills. Worryingly 20 % of learners did not discuss their digital skills either during induction, during one to one sessions with tutors, in lectures and classes or with other learners – this has to change in the light of the current pandemic.
- 51 % of FE learners agreed they received guidance about the digital skills they needed for their course 41 % of FE learners agreed that their university provided them with the chance to assess their digital skills (eg for career planning) This is a critical area to address to ensure all learners have the capabilities and confidence to access their learning.
- 4,344 FE learners answered this question. Many FE respondents simply requested opportunities to ‘talk about’ their digital skills, presumably with course tutors and/or personal tutors. Online resources for skills development were often specified as video, though more students asked for face to face opportunities than online. Some respondents asked for a personal (self) assessment of digital skills: FE learners were more likely to ask for it at the start of a course to help them understand the digital skills required for learning.
- The survey was designed and launched, and data was mainly collected, before the lockdown on 23 March 2020 in response to the COVID-19 pandemic. While the pandemic situation may have influenced how students responded to questions after that date, the questions were designed to refer to an ongoing digital experience and not to one that might suddenly change in the middle of an academic year. Therefore, we cannot know in general whether responses collected after 23 March 2020 were intended to relate to the current situation, or to the ongoing and ‘normal’ digital experience that they were originally designed to explore. However there were some key themes which emerged through the qualitative data collected post lockdown.
- Improving the student digital experience Looking across the survey findings, there are some clear indications of the challenges the sector needs to address to improve the digital learning experience. Three that stand out are: » Pedagogy and learning design » Addressing digital access and inequality » Developing student digital capabilities Pedagogy and learning design The survey findings highlight that digitally mediated collaboration is not an activity that students engage in often. Low responses were recorded for activities such as discussing coursework with peers, working online with others and discussing digital skills development with other students. Yet, when asked what one thing their organisation should do to improve the quality of digital teaching and learning, “more interactivity and collaboration in digital learning” was the fourth most frequently cited response. Creating a sense of community online that is of parallel value to that available on campus is a priority. Connecting students with peers, with academic and support staff, with essential services and with the wider learning community can help mitigate feelings of isolation, build support networks, friendships and maintain motivation to study.
- Pedagogy and learning design The survey findings highlight that digitally mediated collaboration is not an activity that students engage in often. Low responses were recorded for activities such as discussing coursework with peers, working online with others and discussing digital skills development with other students. Yet, when asked what one thing their organisation should do to improve the quality of digital teaching and learning, “more interactivity and collaboration in digital learning” was the fourth most frequently cited response. Creating a sense of community online that is of parallel value to that available on campus is a priority. Connecting students with peers, with academic and support staff, with essential services and with the wider learning community can help mitigate feelings of isolation, build support networks, friendships and maintain motivation to study.