Aberystwyth University is taking part in the Digital Experience Insights project aiming to explore our students’ experiences of technology. The project is based on online surveys designed by Jisc and used by different institutions across the UK.
It allows us to gain insight into how students use technology and to benchmark our results against other HE institutions in our sector.
We would appreciate your help in promoting the Digital Insights Survey to all students
To support students in this particularly challenging year, we created a Quick Guide to Students Success with tips on time management, most effective study practices and staying motivated. Please share this interactive version of the guide with your students (which is also compatible with screen readers).
Panopto recordings have been heavily used by students even before the move to partly online delivery. This year they rely on pre-recorded content even more. Facilitating active learning using asynchronous materials such as lecture recordings can be challenging. We have previously shared with you the guide on using lecture recordings for students outlining six key strategies helping them to make most of the recordings. In one of our previous posts we have also explored the use of Panopto captions and quizzes which enables your recordings to be more accessible and interactive. Today we would like to introduce you to two additional Panopto functionalities – discussion and notes.
2020 Student’s expectations survey conducted by Wonkhe showed that when presented with a scenario of limited face-to-face teaching, 71 per cent said that in such a scenario they would struggle with motivation to learn and keep up interest.
How can we make sure that our students engage with asynchronous online tasks?
Self-determination theory (SDT) by Deci and Ryan (1985, 2002) is one of the most comprehensive and empirically supported theories of motivation available today. Past research indicated that SDT predicts a variety of learning outcomes, including performance, persistence, and course satisfaction (Deci & Ryan, 1985). The SDT-based strategies may apply to a variety of educational settings including online learning environments (Kuan-Chung & Syh-Jong, 2010). According to SDT, when students’ basic psychological needs for autonomy, competence, and relatedness are met, they are more likely to internalize their motivation to learn and be more engaged in their studies.