Survey 1 shows that too many learning materials are assigned to 4 students
In a recent poll, more than a quarter of students (27%) reported that they were being assigned a wide variety of learning materials in their courses. And 16% said they had difficulty navigating and using these tools. That is according to a recent survey of 2,798 students around the United States and Canada. Perceptions of job readiness and educational ROI; And the impact of accessibility, equity, diversity and inclusion on student persistence, motivation and participation.
Another obstacle to student success is the fact that one in five students still does not have regular and reliable internet service, the report said. And 15% of students said they had difficulty accessing learning materials online.
While those numbers were significant, most students were positive about their learning experience. Eighty-four percent of respondents said they would give clear instructions to their teachers on how to succeed in their courses. 74% of their teachers say they provide the flexibility needed for academic success; 73% of their teachers provide timely and useful feedback; Seventy percent are in and out of the classroom and out of course. And 69% of teachers make learning fun.
Students also feel confident about their professionalism. Overall, 80% of respondents believe that they are gaining the skills and knowledge to succeed in the workplace. Eighty-six percent feel that they are developing career-ready skills, and 72% say that it helps their teachers understand the subject matter in post-college careers. More than three-quarters (76%) said they valued higher education investment.
Diversity and addition were the mainstays of the students’ minds. The vast majority of 80% said it was important or important to learn content to include low-level individuals or groups and those who contribute to a particular discipline. Two-thirds (67%) said it was important to include individuals who represented themselves and their communities in their education, and 40 percent said that the inclusion of unrepresented individuals and groups in textbooks and other course materials would increase their motivation and participation in the learning process. .
“Community and membership have a significant impact on student engagement, engagement and motivation,” the report states. “Apart from having a positive impact on academic ROI awareness, creating environments where students are known, understood and supported supports motivation and a willingness to participate both in and out of the classroom.”
The full report is available on the Top Hat page.
About author Rhea Kelly is the editor-in-chief of campus technology. It can be found on her [email protected].