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Student Voice: 8 lessons from the 20/21 digital experience survey - Trust and Identity
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Looking for ways to develop your students’ digital experiences in 2022? Then look no further! Here lies a handy wrap-up of Jisc’s Higher Education (HE) and Further Education (FE) student digital insights surveys. Looking at the good, the bad, and the downright ugly. 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class="meta-text"> <a href="http://web.archive.org/web/20230601232901/https://trustandidentity.jiscinvolve.org/wp/2022/01/11/student-voice-8-lessons-from-the-20-21-digital-experience-survey/#respond">No Comments<span class="screen-reader-text"> on Student Voice: 8 lessons from the 20/21 digital experience survey</span></a> </span> </li> </ul><!-- .post-meta --> </div><!-- .post-meta-wrapper --> </div><!-- .entry-header-inner --> </header><!-- .entry-header --> <div class="post-inner thin "> <div class="entry-content"> <figure id="attachment_189" aria-describedby="caption-attachment-189" style="width: 2560px" class="wp-caption alignnone"><img decoding="async" class="wp-image-189 size-full" src="http://web.archive.org/web/20230601232901im_/http://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-scaled.jpg" alt="Laptop shows a screen with numerous faces of people all together on a virtual call with a coffee cup in the foreground" width="2560" height="1920" srcset="http://web.archive.org/web/20230601232901im_/https://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-scaled.jpg 2560w, http://web.archive.org/web/20230601232901im_/https://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-300x225.jpg 300w, http://web.archive.org/web/20230601232901im_/https://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-1024x768.jpg 1024w, http://web.archive.org/web/20230601232901im_/https://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-768x576.jpg 768w, http://web.archive.org/web/20230601232901im_/https://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-1536x1152.jpg 1536w, http://web.archive.org/web/20230601232901im_/https://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-2048x1536.jpg 2048w, http://web.archive.org/web/20230601232901im_/https://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-1200x900.jpg 1200w, http://web.archive.org/web/20230601232901im_/https://trustandidentity.jiscinvolve.org/wp/files/2022/01/Photo-by-Chris-Montgomery-on-Unsplash-min-1980x1485.jpg 1980w" sizes="(max-width: 2560px) 100vw, 2560px"/><figcaption id="caption-attachment-189" class="wp-caption-text">Photo by Chris Montgomery on Unsplash</figcaption></figure> <p><span data-contrast="auto">Have you got a stake in online learning at your institution? Looking for ways to develop your students’ digital experiences in 2022? Then look no further! </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <p><span data-contrast="auto">Here lies a handy wrap-up of Jisc’s </span><a href="http://web.archive.org/web/20230601232901/https://repository.jisc.ac.uk/8487/1/Student%20DEI%20HE%20report%202021%20Final.pdf"><span data-contrast="none">Higher Education (HE)</span></a><span data-contrast="auto"> and </span><a href="http://web.archive.org/web/20230601232901/https://repository.jisc.ac.uk/8488/1/Student%20DEI%20FE%20report%202021%20final.pdf"><span data-contrast="none">Further Education (FE)</span></a><span data-contrast="auto"> student digital insights surveys. Looking at the good, the bad, and the downright ugly.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <h3><b><span data-contrast="auto">Survey background </span></b><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></h3> <p><span data-contrast="auto">The HE and FE student surveys were conducted between October 2020 and April 2021. More than 61,000 students took part, from over 40 UK universities, and 39 colleges. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <p><span data-contrast="auto">Key was to understand students’ experiences of online learning and digital transformation. Whether they were studying remotely, on campus, or through hybrid models. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <p><span data-contrast="auto">The survey also sought to understand the impact of the COVID-19 pandemic. How had institutions responded? How did this impact students? And how do institutions need to further adapt and evolve to serve students, under our ‘new normal’? </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <h3><b><span data-contrast="auto">The good </span></b><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></h3> <p><span data-contrast="auto">Students were positive about many aspects of their digital learning experiences. Even under unprecedented circumstances caused by the pandemic. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <p><span data-contrast="auto">There were more than 43,000 free text responses, highlighting many areas:</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <ul> <li data-leveltext="" data-font="Symbol" data-listid="5" data-aria-posinset="1" data-aria-level="1"><b><span data-contrast="auto">Pace and Flexibility – </span></b><span data-contrast="auto">Students were surprised by the effectiveness of online learning. Recorded content has proven to be popular. It allows students to learn at their own pace, or revisit areas they struggle with</span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li data-leveltext="" data-font="Symbol" data-listid="5" data-aria-posinset="2" data-aria-level="1"><b><span data-contrast="auto">Virtual Interactions – </span></b><span data-contrast="auto">Interactive online sessions received a positive response. Some students said chat functionality within platforms like Teams and Zoom made it easier to actively participate and ask questions in lectures</span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li data-leveltext="" data-font="Symbol" data-listid="5" data-aria-posinset="3" data-aria-level="1"><b><span data-contrast="auto">Regular touch-points – </span></b><span data-contrast="auto">Access to small seminar groups. Ongoing help and support from lecturers. Or even online forums. All played an important part in positively impacting the student experience in 2020/21</span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li data-leveltext="" data-font="Symbol" data-listid="5" data-aria-posinset="4" data-aria-level="1"><b><span data-contrast="auto">Inclusive Learning Plans</span></b><span data-contrast="auto"> <b>–</b> HE and FE students want to be included in decisions about their online learning. Survey responses showed a significant increase in satisfaction, versus previous years. There is still more to do, but it shows a positive forward trend</span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> </ul> <h3><b><span data-contrast="auto">The bad and the ugly </span></b><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></h3> <p><span data-contrast="auto">Students were also asked to outline the negatives of their experiences. Many also identified actions their institutions should take to improve online learning. There were over 47,000 free text responses about the most negative aspects: </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <ul> <li data-leveltext="" data-font="Symbol" data-listid="6" data-aria-posinset="1" data-aria-level="1"><b><span data-contrast="auto">Virtual Limitations – </span></b><span data-contrast="auto">A top concern was ‘missing out’ on traditional experiences. The social aspects of studying on campus or interacting with peers and lecturers are hard to replicate online. This is not an easy aspect for institutions to overcome</span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li data-leveltext="" data-font="Symbol" data-listid="6" data-aria-posinset="2" data-aria-level="1"><b><span data-contrast="auto">Access and Connectivity – </span></b><span data-contrast="auto">Technical difficulties were a close second for many students. Poor wifi connections disrupted learning. Remote desktops created friction when trying to access the resources needed. Most disappointing was that almost a third of HE students are still not enabled to access online systems remotely. This dropped to 21% for FE students – accounting for more than one in five students </span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li data-leveltext="" data-font="Symbol" data-listid="6" data-aria-posinset="3" data-aria-level="1"><b><span data-contrast="auto">Navigating Complex Systems –</span></b><span data-contrast="auto"> There are too many systems, and they are too difficult to navigate. One HE student suggested making ‘changes to the learning environment so it’s more streamlined and so that every course module follows a similar structure…’ This was echoed in FE. One learner suggested providing ‘ONE integrated, scalable, and sufficiently equipped online learning environment instead of a potpourri of platforms and tools’</span></li> <li data-leveltext="" data-font="Symbol" data-listid="6" data-aria-posinset="4" data-aria-level="1"><b><span data-contrast="auto">Mental Health Impact – </span></b><span data-contrast="auto">Fatigue and concentration were noted as negative aspects of digital learning experiences, along with isolation and loneliness. These feelings are to be expected of online learning, but institutions must work to mitigate the impact on students</span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> </ul> <h3><b><span data-contrast="auto">The future </span></b><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></h3> <p><span data-contrast="auto">While students will make the return to campus, online learning is here to stay. Tailored experiences, better accessibility, and the lifelong learning agenda all act as drivers.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <p><span data-contrast="auto">So, as we look to the future, there is an expectation that institutions will continue to deliver digitally. Either through blended or fully online models.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <p><span data-contrast="auto">Below are some simple actions you can take to improve this for staff and students alike:</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> <ul> <li><b><span data-contrast="auto">Prioritise wellbeing</span></b><span data-contrast="auto"><strong>.</strong> Fatigue, isolation, and loneliness are exacerbated under remote learning models. There are many resources available to support your strategy and prioritise wellbeing. Check out Jisc’s podcast </span><a href="http://web.archive.org/web/20230601232901/https://www.jisc.ac.uk/podcasts/beyond-the-technology-why-wellbeing-is-so-important-a-students-story-14-jan-2021"><i><span data-contrast="none">Beyond the technology; why wellbeing is so important, a student’s story</span></i></a><span data-contrast="auto"> for more practical tips and insights </span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li><b><span data-contrast="auto">Adapt learning for online delivery.</span></b><span data-contrast="auto"> Don’t just deliver traditional learning online. It won’t translate well and will negatively impact student learning experiences. You can check out </span><a href="http://web.archive.org/web/20230601232901/https://www.jisc.ac.uk/guides/digital-inclusion"><i><span data-contrast="none">Jisc’s Guide to Digital Inclusion</span></i></a><span data-contrast="auto"> for more resources and tools </span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li><b><span data-contrast="auto">Remove technology barriers. </span></b><span data-contrast="auto">Successful digital delivery isn’t just about learning content. You must recreate interactive classroom experiences, online. It’s crucial that students and staff have access to the technologies they need. Make sure the necessary technologies, devices, software and </span><a href="http://web.archive.org/web/20230601232901/https://www.jisc.ac.uk/connectivity"><i><span data-contrast="none">connections</span></i></a><span data-contrast="auto"> are in place </span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li><b><span data-contrast="auto">Help foster community. </span></b><span data-contrast="auto">With more students learning remotely, helping them to create connections and feel supported is key. Keep group learning sizes small to improve interaction and engagement. Also consider other support mechanisms you can offer. Check out </span><a href="http://web.archive.org/web/20230601232901/https://webmedia-data.s3.amazonaws.com/content/html/training/wellbeinge-learning/story.html"><i><span data-contrast="none">Jisc’s Student Wellbeing taster course</span></i></a><span data-contrast="auto"> for more inspiration </span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li><b><span data-contrast="auto">Streamline Systems. </span></b><span data-contrast="auto">Do not bombard students with multiple, different, and difficult-to-use online platforms. Use tools that are familiar and integrate well with existing systems. Looking for inspiration? Learn about how </span><a href="http://web.archive.org/web/20230601232901/https://www.openathens.net/case-studies/ucem-user-experience-at-the-heart-of-the-library/"><i><span data-contrast="none">University College of Estate Management have consolidated their systems and improved user experience</span></i></a><span data-contrast="auto"> </span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li><b><span data-contrast="auto">Make accessing knowledge easy. </span></b><span data-contrast="auto">Access to content should be seamless, whether on campus or working remotely. Employing single sign on solutions such as </span><a href="http://web.archive.org/web/20230601232901/https://www.openathens.net/librarians/"><i><span data-contrast="none">OpenAthens</span></i></a><span data-contrast="auto"> or </span><a href="http://web.archive.org/web/20230601232901/https://www.shibboleth.net/products/"><i><span data-contrast="none">Shibboleth</span></i><span data-contrast="auto">,</span></a><span data-contrast="auto"> through the UK federation, can improve access to support and online materials, and remove barriers to online learning</span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li><b><span data-contrast="auto">Consider self-paced learning and assessments. </span></b><span data-contrast="auto">Recording lectures and making these available is a vital step, but it doesn’t end there. You must shift from merely transferring courses online, to </span><a href="http://web.archive.org/web/20230601232901/https://www.jisc.ac.uk/reports/rethinking-assessment"><i><span data-contrast="none">transforming teaching, learning and assessment</span></i></a><span data-contrast="auto">. And that requires investment. Are your leaders on board? </span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> <li><b><span data-contrast="auto">Consider Digital Poverty. </span></b><span data-contrast="auto">Finally, and perhaps most importantly, be aware of the </span><a href="http://web.archive.org/web/20230601232901/https://www.openathens.net/challenging-the-digital-divide/"><i><span data-contrast="none">digital divide</span></i></a><span data-contrast="auto">, </span><span data-contrast="auto">and your impact on it. Ensure you are working to close the gap and create inclusive digital learning environments. The surveys showed that students from Black/African/Caribbean backgrounds were more likely to have negative experiences with online learning. Typically, because they couldn’t access a suitable device or wifi connection </span><span data-ccp-props="{"134233279":true,"201341983":0,"335559739":160,"335559740":259}"> </span></li> </ul> <p><i><span data-contrast="auto">We hope this has been a helpful read! Jisc regularly produces </span></i><a href="http://web.archive.org/web/20230601232901/https://www.jisc.ac.uk/reports"><i><span data-contrast="none">sector reports</span></i></a><i><span data-contrast="auto">. To find out what teaching staff thought of their digital experiences in 2020/21 – explore the </span></i><a href="http://web.archive.org/web/20230601232901/https://www.jisc.ac.uk/reports/teaching-staff-digital-experience-insights-survey-2021-uk-higher-education"><i><span data-contrast="none">HE</span></i></a><i><span data-contrast="auto"> and </span></i><a href="http://web.archive.org/web/20230601232901/https://www.jisc.ac.uk/reports/teaching-staff-digital-experience-insights-survey-2021-uk-further-education"><i><span data-contrast="none">FE findings</span></i></a><i><span data-contrast="auto">. </span></i><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p> </div><!-- .entry-content --> </div><!-- .post-inner --> <div class="section-inner"> <div class="post-meta-wrapper post-meta-single post-meta-single-bottom"> <ul class="post-meta"> <li class="post-tags meta-wrapper"> <span class="meta-icon"> <span class="screen-reader-text">Tags</span> <svg 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