Ulster Student Digital Experience Report Results from Ulster students benchmarked against UK higher education

Ulster Student Digital Experience Report 2017 Results from Ulster students benchmarked against UK higher education Fiona McCloy September 2017 1

For the first time the voice of 22,000 UK post compulsory education learners has been captured to find out about their digital experience. This was made possible through the Jisc Student digital experience tracker project. Ulster University was one of 29 UK higher education institutions that took part in this. This report presents the results from 337 Ulster students, benchmarked against UK higher education. Contents ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Page Overview 3 Results 6 - Access to digital services 6 - Course-related digital activities 7 - Institutional-level digital provision and support 12 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Sample: Ulster learners: 337 responses, response rate 5.3% (Confidence rate of +/- 0.3% based on sample of 24,000 students) Benchmarked against 8,190 responses from higher education providers in the UK* *29 UK HE s involved (38 learner groups) with +/- 1.1% estimated margin of error. 2

------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Overview ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Systems and access: Digital technology enables flexibility and is used extensively to support learning Ulster students use on average 1.9 institutional devices and 2.5 personal devices to support their learning. 91% (88% UK HE) are using personal laptops and 89% (84% UK HE) are using personal smartphones. Ulster students use institutional desktop computers and individual personal devices more than the UK average. They have a high level of access to digital services, although a few students requested more reliable wifi (82% access at Ulster, 80% UK HE). 74% of Ulster students (71% UK HE) felt more independent in their learning when digital technology was used on their course. 79% (73% UK HE) felt they could fit learning into their life more easily. 75% of students (67% UK HE) regularly access the VLE on a mobile device. They find apps really useful for learning, including the Blackboard App, with students commenting, The Blackboard App is brilliant and make more people aware of the Blackboard App. They identified about 80 different apps and tools that they found really useful for learning, which provide a wide range of functionality, e.g. referencing, translating and organisation tools. These results suggest Ulster students have the services and technologies to embrace digital learning, giving them independence and flexibility in their learning. Identifying 80 different tools/apps, shows they are skilled in how to use technology to support their learning. However we can t assume that all students, or all staff, are equipped with the digital literacies to embrace this. As one student warned, don t expect all lecturers to be tech fluent/savvy. This can also be said for the students. Another student requested that staff all have the same digital knowledge. Learning content: Digital technologies are used extensively to improve knowledge and understanding 67% of Ulster students (59% UK HE) understand things better when digital technology is used on their course. 88% of Ulster students (82% UK HE) digitally access lecture notes or recorded lectures weekly or more, and they like the ability to do this. Don t stop uploading seminars or lectures online, as this will prevent students revisiting the topic they had learnt. Blackboard Learn is the most popular digital tool, which they found really useful for learning. However they value class time and seem fearful of losing it, Do not decrease any more class time with online modules. A few also pointed towards wanting a more flipped classroom approach. Ulster students like video lectures and want content to be relevant, interactive, easy to access and concise, with less reliance on PowerPoint. Think of alternative ways to present information, rather than a simple slideshow. Create a more interactive way of learning, using tools like Prezi. Try to be more visual and incorporate videos into learning. They find it useful having access to e-books and e-journals (96% have access, 92% UK HE) and request relevant online reading lists. 3

96% of Ulster students (96% UK HE) find information online weekly or more, as activity within their course. 70% look for additional digital resources not recommended, weekly or more. Some use the Internet and apps to research topics and watch YouTube videos to improve understanding of a topic. These results clearly illustrate a preference for interactive learning content, which appeals to various learning styles. Digital activities: Ulster students find interactive digital technology really useful (online and in class) and want more of it Ulster students find the use of quizzes and polls in the class and online really useful, allowing them to check progress with instant feedback, Online quizzes are a great way to learn. I think lecturers should have an online module test each week covering the topic we have just covered to make sure that students understand what they have just learnt. It should be compulsory (i.e. 10% of their overall mark) and would help boost attendance to class, as students will be motivated to pass. This aligns with a study by Moorhead and Hazlett (2014), where Ulster students and staff showed a preference for using quizzes for online feedback in Blackboard. The use of interactive polls and quizzes in class are popular with students, especially Nearpod. Nearpod is an interactive teaching app, which enables active learning, even in large class sizes. The Office for Digital Learning offered staff training and support in this during 2016. Though the results also show that 51% of Ulster students (48% UK HE) have never had the opportunity to use a polling device or online quiz to give answers in class. 60% (58% UK HE) have never used an educational game or simulation for learning, which could also test knowledge and provide feedback. Some Ulster cohorts are finding group chat apps useful - to share information, provide peer support and collaborate on group projects. WhatsApp is great for group work communication. The class created a group chat on social media to keep each other in check and up-to-date. One student commented that tutors shouldn t leave this to chance and should foster an online community from the start. This could help with transition and retention, encouraging a sense of belonging. Currently only 38% (35% UK HE) of Ulster students work online with others weekly or more. 40% (40% UK HE) feel more connected with other learners when digital technology is used on their course. 42% enjoy using the collaborative features of the VLE, with 40% discussing learning informally on social media. Overall these figures show the potential for students to participate in more online activities; the demand by students for this; and the pedagogic benefits of doing so. As Paul Feldman, Chief Executive of Jisc, highlighted from analysing the national tracker results (2017), The use of digital activities within courses is not as prevalent as we might expect. This suggests that the full benefits of technology to support learning are yet to be realised, with technology more commonly used for convenience rather to support more effective pedagogy. Assessment and feedback: It is convenient to submit assignments electronically 65% of Ulster students (61% UK HE) think online assessment is delivered and managed well. 4

86% (80% UK HE) find it more convenient to submit assignments electronically and 73% (70% UK HE) find the University systems help them to avoid plagiarism. The Ulster Electronic Management of Assessment policy endorsed that all assignments were submitted online during the academic year 2016/17. These results suggest a positive reaction by the students to this policy. However only 51% of Ulster students (46% UK HE) make better use of feedback if it is delivered digitally. One student commented, Feedback on assignments should be improved. I think we should be able to see where exactly we have made a mistake in order to focus on that area and improve it for the next assignment. In the recent NSS 2017 results, 69% of Ulster students (70% NI HE) felt that feedback on their work has been timely. This suggests students are receiving limited formative feedback online and receiving summative feedback with their final mark, when it is too late to act upon it. There is the opportunity for digital formative feedback to be adopted to enhance educational practice. Institutional perspective and learner support 37% (35% UK HE) felt they were given the chance to be involved in decisions about digital services. One student commented, Talk to the students more about what suits them best. Only 38% (35% UK HE) had been told how their personal data was stored and used. 57% (50% UK HE) felt their course prepares them for the digital workplace, even though 84% (82% UK HE) felt that digital skills are important in their chosen career. With 31% (37% UK HE) creating a formal record of their learning weekly or more. 26% (17% UK HE) of Ulster students have difficulty accessing University information or course content as a result of their disability. 57% of Ulster students (31% UK HE) have had support to use assistive technologies from their University. These results raise some further questions and investigation. How could students feel more included in digital learning decision-making? How could digital systems be made more accessible? How can we empower students to responsibly manage their digital footprint and become professional digital citizens? How can we ensure digital literacies are embedded in the curriculum so that students are equipped for the digital workplace? Conclusions Being part of the Jisc Student digital experience tracker 2017 has provided a unique insight into the interplay between Ulster students and learning technologies. It is useful to be able to benchmark this against UK higher education. Many of the results indicate a mature and wellestablished digital presence at Ulster, however both locally and nationally the results highlight opportunities to use learning technology to enhance educational practice. Moorhead, A & Hazlett, D (2014) Comparative analysis of online methods on Blackboard Learn for student feedback in small and large group teaching, Perspectives on Pedagogy and Practice, Journal of the Centre for Higher Education Practice, University of Ulster. T Newman, T & and Beetham, H (2017) Student digital experience tracker 2017: the voice of 22,000 UK learners, Jisc publication. Available at http://repository.jisc.ac.uk/6662/1/jiscdigitalstudenttracker2017.pdf Hefce National Student Survey results 2017, available at http://www.hefce.ac.uk/lt/nss/results/2017 5

Course-related digital activities Ulster learners: Frequency of digital activities within courses Find information online 96.1 30.9 Work online with others 38.4 43.8 17.9 Produce work in a digital format 74.6 21.2 4.2 Create a formal record of your learning 31.3 41.4 27.4 Use an educational game or simulation for learning 13.4 26.8 59.8 Use a polling device or online quiz to give answers in class 14.9 33.9 51.2 Weekly or more Monthly or less Never UK HE learners: Frequency of digital activities within courses Find information online 95.7 3.7 0.6 Work online with others 34.9 43 22.1 Produce work in a digital format 73.2 23.3 3.5 Create a formal record of your learning 37.4 37.6 25 Use an educational game or simulation for learning 14 28.1 58 Use a polling device or online quiz to give answers in class 14.8 36.8 48.4 Weekly or more Monthly or less Never 7

Ulster learners: An example of a course activity that you have found really useful Themes: Regular quizzes to test progress Interactivity in class, e.g. poll or quiz using Nearpod Regular online discussions Recorded video lectures Access to lectures in Blackboard Access to e-journals and e-books Weekly blogs Online teaching using Bb Collaborate Online video from experts in field Online quizzes are a great way to learn VLE use in courses The percentage of learners that agree when asked about use of their University VLE Aspects of VLE use % learners that AGREED Ulster UK HE I rely on it to do my coursework 75.1 80.0 I regularly access it on a mobile 74.5 66.8 device I enjoy using the collaborative 41.7 40.8 features I would like it to be used more by my tutors 53.6 46.0 Delivery of online assessment The opinions of Ulster and UK HE learners when asked whether online assessments were delivered and managed well HE learners 60.9 28.3 10.8 Ulster learners 65.1 24.1 10.7 Agree Neutral Disagree 8

Aspects relating to e-assessment I find it more convenient to submit assignments electronically I enjoy using online quizzes to test my knowledge I make better use of feedback if it is delivered digitally University systems help me to avoid plagiarism % learners that AGREED Ulster UK HE 85.8 79.6 65.8 57.6 51.4 45.8 72.8 69.6 Attitudes to digital technologies during learning activities The percentage of learners that agree when asked about various aspects of digital technology use in their course (positive statements) When digital technology is used on % learners that AGREED my course Ulster UK HE I understand things better 66.8 58.5 I am more independent in my 74.4 71.3 learning I feel more connected with my 50.0 43.9 lecturers/tutors I feel more connected with other 40.0 40.4 learners I can fit learning into my life more easily 79.0 72.8 The percentage of learners that agree when asked about various aspects of digital technology use in their course (negative statements) When digital technology is used on % learners that AGREED my course Ulster UK HE I am more easily distracted 18.9 24.0 I find it harder to manage all the 11.6 14.2 information I feel more isolated 13.0 13.4 I find it harder to motivate myself 16.2 17.0 I am less likely to attend class 16.9 16.0 9

To improve your experience of digital teaching and learning what one thing should we DO? Themes: More interactivity class and online More use of apps Up to date, interactive content Free printing more e-books Improve Portal make it more useful Improve wifi Record lectures More digital teaching flipped classroom More and improved feedback More quizzes self tests Inform students of what s available Ability to rent devices Foster community discussions and group work Train lecturers all same knowledge level Quotes: Talk to the students more about what suits them best. Make more people aware of the blackboard app Make it easier to ask for information from lecturer without having to see them in person Think of alternative ways to present information, rather than a simple slide show. Create a more interactive way of learning, using tools like Prezi. Try to be more visual and incorporate videos into learning. I think lecturers should have an online module test each week covering the topic we have just covered to make sure that students understand what they have just learnt. It should be compulsory (i.e. 10% of their overall mark) and would help boost attendance to class, as students will be motivated to pass. More online video clips and documentaries relevant to the weekly topics would be brilliant, especially for active learners like myself who learn from visual and auditory stimulation whilst using kinaesthetic learning (note-taking) during video clips and documentaries. Feedback on assignments should be improved. I think we should be able to see where exactly we have made a mistake in order to focus on that area and improve it for the next assignment. 10

To improve your experience of digital teaching and learning what one thing should we NOT DO? Themes (positive statements): Don t move everything online Don t lose F2F teaching Do upload lecture material/ content Less reliance on PowerPoint More relevant, varied, well categorised content Do allow devices in classroom More specific reading lists Training for staff and students Do release content over timeline No long videos Quotes: Do not decrease any more class time with online modules Don t stop uploading seminars or lectures online, as this will prevent students revisiting the topic they had learnt. Don t expect that students will automatically come together and create a community. Don't leave this to chance - factor in lots of compulsory interactive activities at the start of the course. Less focus on slides to learn words - more focus on understanding Don t expect all lecturers to be tech fluent/savvy. This can also be said for the students. 11

Institutional-level digital provision and support The opinions of Ulster and UK HE learners when asked whether they are given the chance to be involved in decisions about digital services UK HE learners 35.1 32.1 32.8 Ulster learners 37 25.7 37.3 Agree Neutral Disagree The opinions of Ulster and UK HE learners when asked whether they had been told how their personal data was stored and used by their University UK HE learners 35 26.8 38.2 Ulster learners 37.6 22.7 40 Agree Neutral Disagree Outside the classroom: learner skills and views The opinions of Ulster and UK HE learners when asked whether their course prepares them for the digital workplace HE learners 50 32.9 7.2 Ulster learners 57.6 30.3 12.1 Agree Neutral Disagree 12

The opinions of Ulster and UK HE learners when asked whether they feel that digital skills are important in their chosen career HE learners 81.5 15.4 3.1 Ulster learners 84 12.3 3.6 Agree Neutral Disagree The percentage of Ulster learners who said that in their own time they used digital support tools to complete the following tasks either weekly or more, monthly or less, or never Manage links / references 64.8 26 9.3 Organise your study time 42.9 24 33 Make notes or recordings 60.4 24.3 15.3 Look for additional resources not recommended 70.4 25.1 4.5 Access lecture notes or recorded lectures 88.4 8.1 3.6 Access learning on the move 67.3 19.7 13.1 Watch or listen to learning materials 55 32.7 12.3 Discuss your learning informally on social media 31.8 25.5 42.6 Weekly or more Monthly or less Never 13

The percentage of UK HE learners who said that in their own time they used digital support tools to complete the following tasks either weekly or more, monthly or less, or never Manage links / references 60.7 26.7 12.5 Organise your study time 47.8 24.2 28 Make notes or recordings 64.4 20.3 15.4 Look for additional resources not recommended 68.8 25.9 5.3 Access lecture notes or recorded lectures 81.6 13.5 4.9 Access learning on the move 58.7 24.9 16.4 Watch or listen to learning materials 57.7 31.1 11.3 Discuss your learning informally on social media 40.2 26 33.7 Weekly or more Monthly or less Never Ulster learners: Give and example of a digital tool or app you find really useful for learning 14

Frequency of tools and apps referenced by 180 learners 8 6 5 4 4 4 70 different tools and apps Blackboard YouTube 10 22 70 Blackboard app RefME Library / e-books / e-journal Google Scholar Google 40 RefWorks WhatsApp Themes: Large and varied range of tools / apps used (80 referenced) Blackboard and Blackboard App (50 references) YouTube to explain and research topics (22 references) WhatsApp / Facebook / Group Chat for sharing information, discussion and project group work Quotes: YouTube is helpful in learning a simple explanation of things heard in class. The class created a group chat on social media to keep each other in check and up-to-date WhatsApp is great for group work communications Notability for annotating lecture slides and recording audio, Dropbox for organising learning materials to be available on any device Toggl for time keeping and being able to track where I spend my time - between university, work and personal time Google Drive for sharing documents and having multiple persons work on them simultaneously RefME is a great app and tool for referencing Khan Academy is good for science degrees 15

Learner support The opinions of Ulster and UK HE learners when asked who they go to most often for support in learning digital skills Support options People who support learners Ulster (%) UK HE (%) Lecturers on my course 16.0 15.8 Other University support 8.3 8.1 Fellow students 24.0 20.3 Online information 36.5 36.5 Friends and family 15.1 19.3 Learners who said they did have a disability or health issue that affects how they study Ulster (%) UK HE (%) 13.7 14.0 Learners who have difficulty accessing University information or course content as a result of their disability Learners who have had support to use assistive technologies from their University Ulster (%) UK HE (%) 26.1 16.9 57.0 31.0 Ulster learners: Example of an assistive technology, app or adaption that you have found really useful Themes: Livescribe Echo Smartpen to record written and spoken word Dragon speech recognition software MindView, mind mapping software Dictaphone/ voice recorder 16