Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing. The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience. But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making? As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves. It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.

1. Learning and Teaching Reimagined:
How student needs are changing
David Maguire, Advisory Board Chair & University of Dundee
June 2020

2. Impact of Covid-19 on learning and teaching
1.Profound impact on 2019/20
Rapid move to remote teaching
Highlighted problems, issues and gaps
2.Planning for 2020/21
Searching for answers
Building capability

3. LTR: three horizons
3
Academic year
20/21
Getting help
now
Academic year
21/22
Preparing for
strategic change
Academic year
30/31
Inspired by the
future
1 3 2
Inclusive, Iterative, Co-creation

4. Deliverables
4
July
Resources on best practices for delivering online learning and teaching
October
University leaders: framework and roadmap for strategic change by 2021/22
Sector organisations: teaching approaches and support needs for 2021/22
All: vision for UK as world leader in technology enabled learning and teaching

5. Advisory Board key impediments for online learning and
teaching in autumn 2020 …
1. Disrupted student experience
Reaching disadvantaged student
Maintaining student engagement
Building a sense of learning community
Employment uncertainty
2. Staff require intensive support
3. The massive scale of challenge
4. Perceptions of online learning
5. Pressure on academic integrity
6. Some are more prepared than others

6. University of Dundee changing student needs
1. Differential impact of Covid-19 on students
Access to Internet and good computer/phone
Home working environment
Mental health
Loss of income
2. Students come to uni for
Education
Job training
Accreditation
‘The Student Experience’
3. Concerns about funding regime and using credit to get through
4. More engagement with uni politics and governance

7. How are students’ needs changing?
June 2020

8. Session plan
• Why understanding your students’ needs matters
• Student discussion
• The HEPI/Advance HE Student Academic Experience Survey
2020
• How are students in higher education actually using
technology?
• Q&A and discussion
8

9. Now is our chance to transform quickly and reshape our thinking
in how we deliver a first class student academic
experience…We must develop a compelling proposition for
students. And if we listen to students, they can help us.
Alison Johns Advance HE CE
There has never been a more important moment to ask students
in UK higher education institutions what they think about their
own lives
Nick Hillman Hepi
AdvanceHE and HEPI Student Academic Experience Survey

10. Why listen to students?
•Institutional financial security
•Marketing and promotion
•Quality of delivery
•Widening participation
•Reputation and competition
•Business development
Learning and teaching reimagined - overview10

11. Which images match your students' vision for the future?
11

12. Why did you choose those images?
12

13. What do we know about what students want?
1. Students view of value for money and spending priorities
2. Campus’ experience including international students
3. Graduate employability and access to work placements
4. Student mental health and wellbeing
5. Outcomes for underrepresented students
6. Student expectations of technology, teaching and
assessment
13

14. Student Discussion
The student voice
Learning and teaching reimagined - overview14

15. The Student Academic Experience Survey 2020
Jonathan Neves, Head of Business Intelligence & Surveys, Advance HE

16. Recent improvements in value perceptions have not been
maintained, with Covid-19 appearing to impact on this
53%
50%
44%
40%
37%
35%
38%
41%
39%
18%
21%
26%
29%
32%
34%
32%
29% 31%
0%
10%
20%
30%
40%
50%
60%
2012 2013 2014 2015 2016 2017 2018 2019 2020
Value-for-money of your present course
Good / Very Good Poor / Very Poor
Interview date
Pre-16
March
16 March
onwards
Good or
Very
Good
value
40% 38%

17. Quality and resources drive good value. Cost again drives poor value
perceptions, but there are also other factors at play this year….
7%
27%
33%
26%
20%
57%
17%
31%
38%
26%
16%
23%
31%
38%
1%
20%
24%
27%
29%
29%
32%
35%
36%
42%
43%
52%
56%
60%
Another reason
1-2-1 tuition time
Cost of living
Feedback received
Work placements
Tuition fees
Student support services
Course organisation
Contact hours
Career prospects
University buildings & campus
Course facilities / resources
Course content
Teaching quality
When giving your answer on value, what were you thinking about?
Perceive good / very good value Perceive poor / very poor value

18. Industrial action and Covid-19 have directly affected perceived value
this year through their impact on contact hours
Drivers of poor value – “Other” category
Principal mention: Significant additional mention:
Strikes Covid-19
Selected comments
“Missed contact hours due to strikes” “University closed because of Pandemic –
not their fault”
“Lots of strikes & missed lectures” “Coronavirus means I’ve paid £9k for
ONE seminar this term”
“Missing lectures due to strike action with
no compensation”
“Only being at university for 2 months and
having to leave by mid-March due to
Covid 19 & still having to pay the 9 grand
for tutoring fees”
“Lack of support during strikes & having
to pay for teaching which we did not
receive”
“Since the outbreak of the covid19 our
classes are going to be online, we are
going to miss many opportunities to get
practice in the lab and to do other
activities on campus”
“Lost out because of strikes and Covid-19”
“Because of strikes and Coronavirus there has been a massive gap in my learning”

19. Despite these challenges, there are a range of positive results this
year, with expectations more likely to be exceeded
49%
45%
50% 49% 49%
51%
53% 52%
48%
26%
32%
27% 28% 27%
25%
23% 22%
26%
11%
13% 12% 12% 13% 13% 12% 13% 13%
11%
8% 9% 9% 9% 9% 10% 11% 11%
0%
10%
20%
30%
40%
50%
60%
2012 2013 2014 2015 2016 2017 2018 2019 2020
Experience compared to expectations
Better in some ways and worse in others It's been better It's been worse It's been exactly what I expected

20. Some teaching ratings have improved as more teaching was moved
online
43%
62%
42%
37%
58%
36%
Teaching staff regularly initiated debates and
discussions
Teaching staff used lectures/ teaching groups to guide
and support independent study
Teaching staff helped you explore your own areas of
interest
Rating of teaching staff
Pre-March 16 March 16 onwards

21. Students are starting to believe they have better information on how
their tuition fees are spent, although there is a long way to go
75% 76% 74% 74% 73%
68%
17% 18% 20% 20% 21%
26%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2015 2016 2017 2018 2019 2020
Whether provided with enough information
on how fees spent
No Yes

22. There is growing support for spending on areas which are not
necessarily student-facing
15%
16%
18%
25%
28%
32%
35%
46%
46%
47%
51%
53%
55%
58%
14%
14%
16%
26%
25%
29%
33%
45%
46%
48%
54%
51%
58%
60%
Raising the university's profile
Investing in the local community
Student recruitment
Developing global links
Management staff
Research staff
Sports & social facilities
Research facilities & resources
Careers services & resources
Financial support for students
Campus development
Teaching staff
Student support services
Teaching facilities & resources
Which areas of university spend are the most reasonable use of tuition fees?
2019
2020

23. Unfortunately, student wellbeing remains below that of the general
population. Concerns around the future may be a factor in this.
27%
31%
32%
36%
16%
22%
21% 21%
14%
19% 19% 19%
14%
17% 17%
18%
14%
17%
18%
16%
11%
15%
14%
18%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Life satisfaction Life worthwhile Happiness Low anxiety
Comparison of key measures
ONS 2019 SAES 2016 SAES 2017 SAES 2018 SAES 2019 SAES 2020
Life
satisfaction
Prepared for
the future
15%
Not prepared
for the future
6%
Learnt a lot 13%
Learnt little /
nothing
6%

24. Unfortunately, not all students have the same experience of higher
education
40%
66%
27%
68%
36%
58%
17%
45%
31%
61%
22%
55%
24%
56%
14%
58%
32%
60%
22%
61%
37%
70%
20%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Value-for-money Learnt a lot Better experience compared
to expectations
Would choose same course
& university again
Key measures 2020 by different ethnic groups
White Black Asian Chinese Mixed Other

25. Educational technology plays a key role but is seen by most students
as basic rather than advanced
7%
90%
3%
Which technology is used in your learning?
Advanced Basic None
Types of “advanced”*
technology used
Adobe Creative
Blackboard
Lecture capture
Panopto
RStudio
SPSS
*Free text comments – students’ definition of “advanced”

26. Greater use of technology tends to align with a better student
experience
73%
77%
48%
60%
66%64% 64%
39%
49%
44%
49%
43%
28%
25%
21%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Would choose same
course and university
again
Have learnt a lot Perceive good / very
good value
Greatest impact on
future - skills gained at
university
Believe technology is
very important to
learning
Key measures – by technology used
Advanced Basic None

27. How are students in higher education
actually using technology?
Sarah Knight, Head of data and digital capability, Jisc
#digitalstudent

28. Your students’ digital experience
How can data help you?
• Gather baseline data to
evidence year-on-year
improvements and inform
priorities
• Secure return on investment,
efficiency and productivity
savings
• Capture data to inform future
investment decisions
• Benchmark your progress
against others’ nationally
• Understand and improve the
digital experience you offer
• Identify gaps in provision and
put in place targeted support
• Support digital leaders to plan
transformation
• Demonstrate enhanced levels
of engagement and response
to the student voice

29. Digital experience insights surveys
• Our insights surveys provide powerful data on
how students, teaching and professional staff,
and researchers, are using technology
• Designed to help to understand and improve the
digital experience in FE and HE
• Since 2016, we have worked with 200+
organisations and 135,000 students and staff to
pilot and refine our surveys
• Starting point for ongoing dialogue with your
students
• https://digitalinsights.jisc.ac.uk/what-is-digital-
insights-experience/

30. Digital experience insights student survey 2020
Coming soon…full report published in September
• 20,609 HE student responses from 37 universities to 2020
surveys with pre and post lockdown data
• Theme one: you and your technology
• Theme two: technology at your organisation
• Theme three: technology in your learning
• Theme four: developing your digital skills
• Custom questions added to local surveys to capture Covid
experiences

31. Highlights from 2020 HE student survey
4%
68%
22%
6%
Foundation Undergraduate Postgraduate
(taught)
HE Other
What level is the course you're studying? (HE survey)

32. Highlights from 2020 HE student survey
You and your technology
28%
68%
25%
82%
3%
21%
93%
29%
83%
0%
Desktop Laptop Tablet Smartphone None of
these
Which of these PERSONALLY owned devices do you use
for learning? Tick all that apply
FE
HE

33. Technology at your organisation
68%
73%
32%
50%
13%
32%
5%
81%
89%
81%
54%
51%
39%
1%
Reliable wifi
Online course materials
e-books and e-journals
File storage and back-up
Recorded lectures
Online skills training resources
None of these
Which of these do you have access to at your organisation
whenever you need them? Tick all that apply
FE
HE

34. Technology at your organisation
53%
64%
65%
36%
29%
28%
11%
7%
8%
TEACHING SPACES ARE WELL DESIGNED
FOR TECHNOLOGY USE
THE SOFTWARE USED ON YOUR
COURSE IS INDUSTRY STANDARD AND
UP TO DATE
THE SYSTEM FOR SUBMITTING WORK
AND GETTING FEEDBACK WORKS WELL
HE STUDENTS
Agree Neutral Disagree

35. Technology at your organisation
17%
36%
64%
42%
37%
28%
41%
27%
8%
YOU GET THE CHANCE TO BE INVOLVED
IN DECISIONS ABOUT DIGITAL
SERVICES
YOUR ORGANISATION HAS TOLD YOU
HOW YOUR DATA IS COLLECTED AND
USED
YOUR ORGANISATION HELPS YOU TO
TRACK YOUR GRADES/PROGRESS
HE STUDENTS
HE Agree HE Neutral HE Disagree

36. Technology at your organisation
71%
57%
54%
23%
32%
32%
6%
11%
14%
HOW MUCH DO YOU AGREE THAT YOUR
LEARNING ENVIRONMENT IS: RELIABLE
HOW MUCH DO YOU AGREE THAT YOUR
LEARNING ENVIRONMENT IS: WELL
DESIGNED
HOW MUCH DO YOU AGREE THAT YOUR
LEARNING ENVIRONMENT IS: EASY TO
NAVIGATE
HE STUDENTS
Agree Neutral Disagree

37. Technology at your organisation
61%
58%
33%
37%
21%
13%
81%
56%
26%
25%
21%
10%
Check course dates or deadlines
Submit coursework
Take a quiz
Discuss coursework with other students
Work with other students on a shared
presentation/report
None of these
In the last week, which of these activities have you used your
learning environment for? Tick all that apply
FE
HE

38. Technology at your organisation
68%
80%
75%
27%
17%
20%
5%
3%
5%
SUPPORTS YOU TO USE YOUR OWN
DIGITAL DEVICES
LETS YOU ACCESS ONLINE SYSTEMS AND
SERVICES FROM ANYWHERE
COMMUNICATES EFFECTIVELY ONLINE (EG
EMAIL, MESSAGING, NOTIFICATIONS)
HE STUDENTS
Agree Neutral Disagree

39. Student insights report 2019 – 14,525 HE on
campus students and 1,617 HE online
students
40
• https://digitalinsights.jisc.
ac.uk/reports-and-
briefings/our-reports/

40. Key messages
• Embed digital skills through curriculum design - support students to develop
their digital skills prior to study, during induction and throughout their course
• Ensure they know what digital skills they need to have before they start and
provide opportunities to develop these only online
• Raise awareness of the importance of digital skills - not all students are fully
aware of the importance of digital skills within the workplace. Clear articulation
and alignment of study and workplace practices throughout learning can help to
ensure these skills are recognised and understood
• Encourage collaboration to emulate business practices - promote workplace
practices that are valued by employers
41

41. Hearing from you…
• Do these results
align with the experiences of
your students?
• Which result surprised you the
most?
• Download the 2019 report and 'at
a glance’ HE summary from
• https://digitalinsights.jisc.ac.uk/rep
orts-and-briefings/our-reports /
42

42. Resources to support an excellent digital experience
43
Available from https://bit.ly/deibriefings
• Jisc NUS roadmap for supporting students to improve their
digital experience at university
and college
• Enabling an excellent digital experience guidance for
engaging senior leaders and informing digital (FE and HE
versions)
• Toolkit for arriving students to support their digital experience
• Exploring the student digital experience: student, staff and
organisational factors
• Using persona analysis to compare student social behaviours
with institutional digital provision: a pilot study

43. Sign up to run student, teaching and professional services
staff 21/20 surveys:
https://digitalinsights.jisc.ac.uk/subscribe/find-out-more/
Download the full reports and 'at a glance' HE and FE
summaries: https://digitalinsights.jisc.ac.uk/reports-and-
briefings/our-reports/
Join our Insights community:
• Click on jiscmail.ac.uk/JISC-DIGITALINSIGHTS-
COP and join by clicking on the 'Subscribe or
Unsubscribe' button
• Follow #digitalstudent

44. Final questions and observations

45. customerservices@jisc.ac.uk
jisc.ac.uk
Louisa Dale
Director of insight, Jisc
louisa.dale@jisc.ac.uk
4 Portwall Lane,
Bristol, BS1 6NB
learningandteachingreimagined
@jisc.ac.uk