Academic publisher SAGE Publishing and Gold Leaf have released a major study of the UK higher education pedagogical environment.
How students, faculty and librarians interact with pedagogical resources is changing. But how is this impacting on learning? How is this influencing the type of resources being used in the present-day classroom, and more widely, what impact will factors such as the TEF and Brexit have on the acquisition and deployment of pedagogical resources and educational technology?
This report, How are Students and Lecturers Using Educational Resources Today, commissioned by SAGE Publishing and conducted by Gold Leaf, offers analysis to help understand trends and practices driving the positive impact of pedagogy on student success in the UK HE environment.
According to the report, 82% of academics, 62% of librarians and 45% of students surveyed said the approach to pedagogy had changed at their institution. The use of the flipped classroom, and an increased focus on technology-enhanced learning were the most‐mentioned catalysts for change, together with concern over existing teaching standards. Textbooks (both print and electronic) and journals continue to be the most listed resources mentioned by academics, librarians and students.
Data from a textbook aggregator revealed that about 50% of learners use the web reader on the aggregator’s own platform, with about 25% using an Apple mobile device (iPads or iPhones). For students frequently on placements (such as in Education or Nursing) mobile devices play a big role in accessing content and students are more likely to access content offline. 20% of librarians feel students need stronger information literacy support, while 20% of academics believe that stronger study skills are needed. 22% of students believe that they need no additional support. The research found no major differences between how Russell Group and other universities use resources.
Gold Leaf conducted over 15 months of research leading up to February 2019 to form the basis of this report. The multi-methodology research involved a review of relevant literature, analysis of existing data from a university library and an aggregator, as well as opt-in, snowball-recruited online surveys with 399 UK academics, 79 UK librarians and 108 UK students. Qualitative ‘deep dives’ at five universities (Greenwich, Huddersfield, Nottingham, Edinburgh and Surrey) involved semi-structured telephone interviews with academics and librarians and six focus groups with undergraduates.
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