Introduction to the Twenty-First Century Student Experience: Issues, Trends, Disruptions and Expectations

Shah, Mahsood; Pabel, Anja; Richardson, John T. E.

doi:10.1007/978-3-030-80889-1_1

Cited by 3 publications

(3 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students' feedback is essential for raising teaching and assessment standards and renewing curricula (Shah et al, 2021). Therefore, it should be noted that students are involved in the continuous improvement of the DMGT course in several ways, which include providing feedback on assessment and reflections on student workload (eg, via questionnaires, semi-structured interviews).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design

Divjak

Svetec

Horvat

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

To ensure the validity of an assessment programme, it is essential to align it with the intended learning outcomes (LO). We present a model for ensuring assessment validity which supports this constructive alignment and uses learning analytics (LA). The model is based on LA that include a comparison between ideal LO weights (expressing the prioritization of LOs), actual assessment weights (maximum assessment points per LO), and student assessment results (actually obtained assessment points per LO), as well as clustering and trace data analysis. These analytics are part of a continuous improvement cycle, including strategic planning and learning design (LD) supported by LO prioritization, and monitoring and evaluation supported by LA. To illustrate and test the model, we conducted a study on the example of a graduate‐level higher education course in applied mathematics, by analysing student assessment results and activity in a learning management system. The study showed that the analyses provided valuable insights with practical implications for the development of sound LD, tailored educational interventions, databases of assessment tasks, recommendation systems, and self‐regulated learning. Future research should investigate the possibilities for automation of such LA, to enable full exploitation of their potential and use in everyday teaching and learning. Practitioner notesWhat is already known about this topic To develop sound, student‐centred learning design (LD), it is essential to ensure that assessment is constructively aligned with the intended learning outcomes (LO). This constructive alignment is crucial for ensuring the validity of an assessment program. Learning analytics (LA) can provide insights that help develop valid assessment programs. What this paper adds As not all LOs are equally important, assessment programs should reflect the prioritization of LOs, which can be determined by using various multi‐criteria decision‐making (MCDM) methods. This article presents and illustrates, based on an empirical case, a model of continuous improvement of LD, which uses LA to compare how LOs are reflected in (actual) students' results, in an (actual) assessment program, and in the (ideal) prioritization of LOs based on MCDM. The study presents how clustering of students based on their assessment results can be used in LA to provide insights for educational interventions better targeted to students' needs. Implications for practice and/or policy The proposed LA can provide important insights for the development (or improvement) of LD in line with the intended course LOs, but also study program LOs (if course and study program LOs are properly aligned). The LA can also contribute to the development of databases of assessment tasks aligned with course LOs, with ensured validity, supporting sharing and reusing, as well as to the development of tailored educational interventions (eg, based on clustering). The proposed LA can also contribute to the development of recommendation systems, with recommendations for the improvement of LD for teachers or learning suggestions for students, as well as students' meta‐cognition and self‐regulated learning.

show abstract

Section: Methodsmentioning

confidence: 99%

“…However, such aspects of student involvement are subject to other studies (eg, Divjak, Pažur, et al, 2022). Finally, in ensuring the positive impact of improvements and the closure of "the feedback loop", ongoing monitoring of course performance is essential (Shah et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design

Divjak

Svetec

Horvat

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Online student satisfaction surveys are one of the most common student experience data collection instruments, deployed at or near the completion of a unit of study or at various stages throughout a qualification by the awarding institution (Kane et al, 2008 ; Yorke, 2013 ) or by national accrediting or regulatory bodies (such as the Quality Indicators of Learning and Teaching in Australia and the National Student Survey in the United Kingdom). Their primary purpose is to determine the satisfaction of students with their educational experience, metricised against a limited number of pre-determined criteria and aggregated at a cohort, degree, or institutional level (Shah et al, 2021 ). They can reduce the measurement of student satisfaction to relatively narrow intervals on Likert scales and anonymous qualitative comment, reported as abstract from the students themselves and recorded at a single, historical point in time.…”

Section: Introductionmentioning

confidence: 99%

Student experience and digital storytelling: Integrating the authentic interaction of students work, life, play and learning into the co-design of university teaching practices

Bryant

2023

Educ Inf Technol

View full text Add to dashboard Cite

Designing strategic pedagogical change through the lens of a student experience that is yet to be experienced offers a critical frame for embedding the impacts of transition, uncertainty, belonging and the complexity of the student journey into the co-design of teaching and learning. A digital storytelling approach extends the notion of the student experience beyond the singular and metricised descriptions common in online student satisfaction survey instruments into a rhizomatic, resonant living community that resides in the intersecting spaces of work, life, play and learning. This paper describes an ethnographic-like model of collecting and evaluating the student experience through a semi-structured digital storytelling methodology that supports both co-design and cogenerative dialogue as a form of curriculum enhancement. The paper outlines how the Student Experience Digital Storytelling model was iteratively designed, deployed, and then evaluated through participatory action research-informed case studies at the University of Sydney Business School (Australia) and the London School of Economics and Political Science (United Kingdom) that embedded the student experience into the co-design of curriculum and assessment interventions.

show abstract

Review of assessing academic English for higher education admissions

Liu,

2023

Asia Pacific Journal of Education

View full text Add to dashboard Cite

Introduction to the Twenty-First Century Student Experience: Issues, Trends, Disruptions and Expectations

Cited by 3 publications

References 52 publications

Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design

Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design

Student experience and digital storytelling: Integrating the authentic interaction of students work, life, play and learning into the co-design of university teaching practices

Review of assessing academic English for higher education admissions

Contact Info

Product

Resources

About