Student self-identification of engagement using
online learner support tools and the data it
generates for institutional learning
Julie Prior
Glamorgan Business School
Dr Karen Fitzgibbon
Centre for Excellence in Learning and Teaching
©University of Glamorgan
Contents
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University of Glamorgan context
The Glamorgan Online Learner Support Tools
Development of OLSTS
Question sets
Screen shot and example question and feedback
Student participation and feedback
Impact, findings and outcomes
Student profile data captured and sample data from 2011-12
Conclusions
Demo links to Glamorgan OLSTs
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The Glamorgan
Online Learner Support Tools
Early Days
Study Health
Check
Successful
Repeat Year
Integration,
orientation and
transition
Study behaviour and
academic progress
Reasons for failing and
adopting successful
strategies
End of year
Term 1
Term 2
First year
undergraduate and
direct entrants
All students, all levels
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Post resit result
periods
All students with
‘Repeat Year’ status
Development of OLSTs
• Questions
– Questions
– Multiple choice
answers
– ‘Personalised’
feedback
• Blocks
– Question sets
– Profiling information
– Evaluation of exercise
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• QuestionMark Perception
– Online access
– Anonymous completion
– Self determining,
automated feedback
– Reporting functions
Question sets
Mix of information, developmental and
reflective questions
Induction
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Transition
and
integration
Nature of
HE study
Academic
resources
Sources of
support
Screen shot from Early Days
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Example of question and feedback
Yes
• Good - remember too that working independently doesn't mean that you can't seek help and
support - whether it's to help you do things better or get some advice when things go badly.
No
• Studying in higher education is different from your previous educational experiences. At
university, you are not going to find tutors leading you all the way to your degree - you have
to do it yourself, although your tutors will give you guidance and advice.
• You may have heard the term 'reading for a degree' being used to describe studying in higher
education, and that's exactly what you are expected to do - read, research, enquire, and think
independently so that you contribute not just to your own learning, but to the experiences of
others in your group or class.
• Want to know more? Have a chat with one of the advisors in the Education Drop-in Centre or
call into your Faculty Advice Shop.
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Student participation and feedback
2007-8
2008-9
2009-10
2010-11
2011-12
Total
Early Days
190
150
605
350
295
1590
Study Health
Check
Repeaters
177
320
660
351
88
Pending
Pending
1508
88
On an average:
• 92% found exercise useful
• 93% found feedback helpful
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Impact
• Supplementary online support
• Reaching out to ‘silent’ students
• Resource effective
• Analysis of results, to inform evidence based
initiatives and retention strategy
• Institutional learning
• Monitoring overall health of the student
experience
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Findings and outcomes
• Stronger ability to profile our students and a better
understanding of students’ experiences
• Experience of students who’ve considered leaving
compared to those who haven’t
• Factors that contribute to academic failure
• Changing nature of students’ social experience at uni
• Questionnaire on experiences of withdrawn students
• Student Experience Questionnaire
• Profiling students at enrolment
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Student profile data captured
• Faculty (School)
• Undergraduate or
postgraduate
• Year of course
• Full or part time
• Previously suspended
• A repeating student
• Considered leaving
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• Age
• Gender
• Home, EU or
International
• Need to work part-time
to fund studies
• Caring responsibilities
impacting on studies
Sample of data from 2010-11
Have you ever
considered withdrawing
from your course?
• 6% Yes and I’d like to talk to someone
• 20% Yes, but I’m OK now
• 74% No
Are you enjoying your
studies?
• 54% Yes, on the whole
• 43% It has been mixed
• 3% No
Have you missed any
timetabled sessions?
• 44% I’ve attended everything
• 51% Yes, but with good reason
• 4% I’ve missed lots of classes
Do you find it difficult to
balance academic and
other commitments?
• 44% Yes
• 56% No
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Conclusions
• Student use of online support
• Reliable data about the student experience
not our perception of that experience
• Disseminate data for institutional learning
• Evidence based initiatives, to make the best
use of resources
• Transferability of OLSTs
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Demo versions of Glamorgan
Online Learner Support Tools
• Early Days
• Study Health Check
• Being Successful in Your Repeat Year
©University of Glamorgan
Julie Prior
djprior1@glam.ac.uk
01443 482992
Dr Karen Fitzgibbon
kfitzgib@glam.ac.uk
01443 654446
©University of Glamorgan