Unsurprisingly, the study “How Are Students and Academics Using Pedagogical Resources Today?” (in partnership with SAGE Publishing) discovered that although all UK universities are exploring new pedagogies, they are doing so at different rates. It is also the case that both traditional and innovative teaching methods are preferred not only within the same university, but also within the same departments at some universities; and there is evidence that academics most committed to teaching excellence themselves employ innovative and traditional teaching practices side by side.
The two most prevalent trends encountered were the ‘flipped classroom’ and research-led teaching, the former often accompanied by an increased focus on technology-enhanced learning. Some academics promote a wide range of learning resources, including online quizzes and games, simulations, interactive websites and videos, etc., to their students. As mentioned in yesterday’s post, academics are often acutely conscious of the cost of learning resources, especially textbooks, to students; and for this reason, and because some universities are actively encouraging the practice, the study revealed some interest in the development of OERs (Open Education Resources) by academics themselves. However, almost all the academics who discussed OERs said that finding the time to develop them, and, even more, to keep them up-to-date, presented a challenge. It is also the case that, because universities are in competition with each other, most of the academics interviewed were not referring to developing OERs in the true sense – i.e., open resources made available to all interested parties – but only to developing them for the use of students enrolled at their own universities.
Despite all these variables, the research produced overwhelming evidence that books – both textbooks and monographs – and journal articles still form the bedrock of undergraduate learning resources. Other types of learning resource may help encourage students with different learning styles, but those wishing to obtain ‘good’ degrees cannot do so without engaging with the ‘serious’ literature.
Some discrepancies were found between types of learning resource academics said they recommended and those actually used. Use of journal articles has actually increased, particularly in non-Russell Group universities; and, despite reservations about the currency and cost of textbooks, use of them has not dropped. There is evidence of increased use of simulations and video games, but starting from a low base – e.g., usage has typically increased from 1% to 4% of a student’s total resource use. Students themselves like short ‘how to’ video clips; YouTube presentations they have found for themselves are particularly popular.
For more key findings of the study, please come back to our blog tomorrow, when we will talk about the differences we have found between Russell Group and non-Russell Group Universities.