Introduced by Helen May, HEA
Presentation by Jason Leman
- Application of methods not really changing so it’s a change in perception
- Confidence in asking questions, language barriers – expect less questions in STEM subjects
- Staff accessibility is important, identity other routes of communication, e.g. email, especially regarding language fluency. Not just about fluency but about cultural factors (especially feeling that they can question the tutor’s judgement).
- How do we encourage students that they are spending more time on their studies – clear correlation between time spent on task (not just in the classroom) and learning outcomes. Typically those with more extra-curricular activities were even more engaged (see more applicability?) – more structured life and clearer end-goal appear to be clear factors – too many ‘drifters’.
- Not unexpected to see the number of amount of those undertaking 10+ hours of independent learning increasing by the third year.
- Questions about whether the classroom context is the best place for delivering the outcomes.
- Many of these graphs are perceptual, rather than ‘reality’, but perception needs to be dealt with.
- Once the survey becomes more embedded institutionally, there’ll be a higher response rate, and the data will become even more useful.