There’s no doubt that the fallout from the TEF review, the Augar report, and the uncertainties of Brexit will continue to dominate the minds of higher education leaders for some time.
Findings from the Higher Education Statistics Agency released in February 2019 show that the percentage of full-time first degree students coming from state schools in the UK dropped in the 2017–2018 academic year. The decrease from 90% to 89.8% sees the first dip in this number for eight years.
VitalSource commissioned Shift Learning to conduct research with current students in the United Kingdom to explore the perceived impact of eTextbooks on students’ learning outcomes and confidence. The research sought to understand usage of eTextbooks, in addition to the benefits and challenges for different groups of students.
Ever since ‘learning gain’ became one of the major criteria included in the teaching excellence framework (TEF), the question of how students learn and how we can measure universities’ support in their learning journey has become more prominent. To gain more insight into this, VitalSource organised a roundtable discussion with senior figures in higher education, in partnership with Times Higher Education (THE), to discuss how they are approaching this key measure of achievement.
No two students are the same. It has long been discussed as to why students, who have performed equally well through their school careers and put the same amount of work into their university degree, might complete their course with drastically different results.
Differential attainment is most commonly associated with students entering university from different backgrounds, or having disparate schooling experiences. However, despite socio-economic factors having received attention in this area, what has potentially been less explored is the impact the actual learning environment at university has on student accessibility and success.