student voice first term report - University Teaching Academy...These include a Students as Partners project, involvement in the QAA Mid Cycle Follow Up report, involvement in

student voice first term report

dec 2012

facebook.com/mmunion @manmetunion

mmunion student voice2

hannah templeman

Now in their third year, Student Voice Reports communicate the continuing work carried out by MMUnion relating to the student voice and what students are saying about their everyday experiences as an MMU student. They help us to understand and tackle student perceptions, identify areas for improvement and provide recommendations for change.

Students are responding positively to the changes that are being made across MMU, we’ve already seen some great results, particularly our recent NSS results and more recently being shortlisted for the Guardian student experience award. This is credit to all of the committed people across the University who work to improve satisfaction and the student experience for all MMU students.

Going forward, it is important that we do not become complacent with good results. We need to keep up the hard work

if we want to see the same, or even better, results going forward. Our work continues to highlight issues that students care about and suggest ways to support better learning and higher satisfaction.

This term we have worked with University staff to shape the questions that we ask students, aiming to make the information provided as relevant, useful and constructive as possible.

This report gives an overall analysis and update on our first term activities across MMU as a whole. It details what students think about different issues, for example what makes excellent teaching and how they would like to see technology used in their learning. It also provides recommendations, based on student feedback, as to what can be done to improve the student experience at a local and MMU-wide level.

>> welcome & introduction <<

vice-president education

3 WELCOME & INTRODUCTION

4 TALKING TO STUDENTS

6 BETTER FORUMS

8 QUESTION OF THE MONTH

18 INDUCTION SURVEY HEADLINES

19 RECOMMENDATIONS

contents


To date we have received feedback forms from 255 Course Reps to say that they have carried out the online training. Of this number, 205 have identified their faculty.

You can see a breakdown by faculty on the table below:

Feedback from past training told us that Course Reps really enjoy and benefit from the chance to have face to face sessions and we have further developed what we are able to offer this year. Face to face training was not compulsory. It was intended to provide Course Reps with enhanced skills, knowledge and understanding to carry out their role, as well as to enable them to develop their employability.

In November we carried out two different workshops, Programme Committee Support and Evidence and the Student Voice. The workshop on Programme Committee Support also focussed on how Course Reps should contribute to External Examiner Reports. This went in line with guidance from the QAA and with work we have been carrying out with CASQE over the last year.

38 Course Reps attended face to face workshops, and we intend to use their feedback to develop these sessions for next year. Based on feedback from our Student Attitudes Survey in 2011, we will also look into providing a Time Management workshop in the new term.

STUDENT SHOUT OUTS:Student Shout Outs took place this term for the third year running. There was a clear improvement in attendance across the majority of faculties, with the bulk of attendance being made up from students who were Course Reps. We promote the Shout Outs to all students, but target Course Reps in particular because of their representative role.

We have previously spoken about the problems that arise with regards to maximising attendance. We hope that the Student Voice Review will address many of these problems, particularly duplication and purpose of meetings.

All items raised at the Shout Outs are addressed individually by the faculty involved.

FACULTY VISITS/ROADSHOWS:Throughout the term the Student Voice Team has visited each faculty once a week, aiming to enhance our presence and raise awareness of MMUnion. This includes a fortnight-long roadshow, which this term promoted the first term elections, the Real Cost campaign and the Question of the Month.

TARGETED FOCUS GROUPS:MMUnion have been working towards setting up a number of targeted focus groups to support the Targeted Programme Initiative currently being run by MMU. So far we have carried out four focus groups for four different courses and produced three reports with recommendations for change, based on student feedback. We are happy to continue work on this in the new term, where University staff feel that this would be relevant and useful.

Above is just a brief overview of the work that has taken place this term. As well as work detailed in this report, we have been involved in a variety of other exciting projects. These include a Students as Partners project, involvement in the QAA Mid Cycle Follow Up report, involvement in the Good to Great Conference and planning for our main elections next term.

If you are interested in finding out more about the work of Student Voice, please do not hesitate to get in touch via telephone on 0161 247 6518 or via email on [email protected].

INDUCTION TALKS:This year MMUnion were invited to and carried out over 90 induction talks, talking to over 10,000 new and returning students in September. We use them to demonstrate how MMU has responded to the individual needs of each cohort we spoke to, as well as promoting the benefits of being a member of MMUnion.

COURSE REP RECRUITMENT:Once again this year MMUnion carried out Course Rep recruitment through our website. We supported this process via induction talks, sending postcards to academic staff, and activity at our Freshers’ Fair, where we spoke to students about the importance of the Course Rep scheme and the benefits of getting involved.

We also spent a significant amount of time in the summer speaking to various departments around the University. The aim was to improve awareness amongst staff of the work we do to support the Course Rep scheme.

To date, MMUnion has 634 registered Course Reps, compared to 363 registered Course Reps at the same time last year, and 465 at the end of the last academic year. Details of registered Course Reps are sent to faculties regularly so that they can keep up to date with which of their courses have registered Course Reps. Going forward, we are working with each faculty to identify courses that have no registered Course Reps so that we are able to address this.

We believe that the success of the Course Rep Scheme is dependent on a partnership approach between MMU and MMUnion. We hope that working with departments over the summer and generally building relationships has contributed to this increase in recruitment.

COURSE REP TRAINING:For the second year running we ran our essential Course Rep training online, which was developed with the help and support of CeLT.

Digital training allows Course Reps who find physically attending training problematic, such as distance learners and students in partnership colleges, to benefit from the training we offer.

talking to studentsMMUnion has had a very busy first term engaging with Course Reps and talking to students using a variety of mechanisms, including:

• InductionTalks• CourseRepRecruitment• CourseRepTraining• BetterForums• StudentShoutOuts• FacultyVisits/Roadshows• TargetedFocusGroups• QuestionoftheMonth

Faculty Course Reps Registered Online

Business and Law 120MMU Cheshire 79Faculty of Education 55HLSS 65Hollings 120HPSC 42Manchester School of Art 26Science and Engineering 127

Faculty Course Reps Trained Online

Business and Law 56MMU Cheshire 25Faculty of Education 13HLSS 26Hollings 28HPSC 16Manchester School of Art 4Science and Engineering 37


better forumsThis term MMUnion introduced four new Student Forums: Better University, Better Union, Better Manchester and Better Crewe. Student Forums give students the opportunity to influence the work of MMUnion. Through an ‘Ideas’ page on our website, students can submit ideas about what they think would make their Union, University or their community experience better. Online, students can also vote or comment on each others’ ideas, making the forums accessible and live all year round.

In November we held our first physical Student Forums at MMUnion; four nights, over two weeks. They were open for all students to attend. Those students who submitted ideas online were invited to present their ideas at the relevant forum, where we had a live debate and a vote for each idea. Over 100 students attended the forums and contributed to the debate.

Forums are also an opportunity for students to hold their elected Student Officers to account. At each Forum Student Officers gave an update on the work they have been doing this term and the plans they had for the year ahead. This gave students a chance to question their Officers and offer valuable feedback on the Officer campaigns.

At the Better Crewe forum, MMUnion took the opportunity to get students involved in the Police and Crime Commissioner (PCC) elections. Cheshire PCC candidates were invited to the Forum for a Q&A with students, MMU members of staff and local residents. All five candidates attended the question and answer session. Students asked the prospective PCCs some tricky questions around student safety, equality and diversity and the perception of students in the community.

As part of the Course Rep scheme, MMUnion asks all Course Reps to attend at least one Better University forum a year, and we were pleased see over 70 course reps at the Better University forum this term. Ideas that were debated and voted for related to students’ academic and on campus experience.

At the Better University forum, students discussed six of the ideas put forward by students. Out of the six, students voted for three of them to pass, some overwhelmingly, others by a much closer margin.

01. BETTER FACILITIESThis idea focussed on social space for students to be able to work, eat and chill out in between lectures and/or when using the library. It specifically made reference to being on campus after 18:00. Students who were present at the forum had a general discussion about the space that is already available to them to do this, both on and off campus, and the opening times of said spaces. Reference was made to the space between the new Business School and the Library, which students believed was really useful, but felt that it closes too early. There was a lot of discussion around

various venues that students could visit along Oxford Road, with it being so close to All Saints. However, there was a general feeling that these services should be provided by the University, especially now that students can use the Met Card to buy food.

02. MORE FACILITIES FOR CYCLISTSThis idea focussed around storage for cyclists, with particular focus on places to keep dirty and/or wet clothes whilst at University. Students noted that these were issues that also affected those who chose to walk to University.

THE IDEAS THAT PASSED:

Students discussed the facilities that were already available, both on and off campus, including showers and lockers at places like Hollings, Didsbury, the new Business School and in Piccadilly.

Representatives from MMUnion reminded students that these would be things that could be addressed through new buildings and campuses. But students expressed dissatisfaction that this was a long way off and would not help current students.

03. LATER OPENING OF THE CANTEEN IN THE NEW BUSINESS SCHOOLThis idea focussed on the opening times of the canteen in the new Business School. It was proposed that closing the canteen at 16.00 was far too early. Many students were in lectures until at least 18.00.

Once again, students engaged in a debate about the facilities available to them on and off campus. However, there was a general feeling that these services should be provided by the University. Especially now that students can use the Met Card to buy food. The option of buying a hot meal from the Union outside of University opening hours was raised. However, students expressed dissatisfaction that they could not pay for this on the Met Card, something they felt they should be able to do.

Students discussed what was needed from this service and whether it would be cost effective to open the canteen for

longer, taking into account the reduced footfall. They were keen to see an area opened where people could eat food that they had brought in themselves, or to have the option of vending machines that could provide hot food.

The initial idea specified provision in the Business School. However, students commented that this was a problem across the University.

Each of the ideas passed will now be explored further with the wider student community or discussed with University colleagues where quick resolutions are possible.


Resultsbyyear:

Resultsbyfaculty:

Year Number of respondents

Yes No

1 774 47 727

2 474 24 450

3 215 12 203

Undefined 85 5 80

Faculty Number of respondents

Yes No

Art and Design 73 0 73

Business and Law 107 9 98

Cheshire 66 8 58

Faculty of Education (inc. 24 MMUC students) 305 16 289

HLSS 554 29 525

Hollings 225 9 216

HPSC 57 3 54

Science and Engineering 185 14 171

Quality of teaching is now the main area of the NSS where MMU falls significantly behind the sector. The University has rightly identified it as one of the two priority areas for enhancement activity in 2012/13.

Excellence in teaching is something that we believe is fundamental to a positive student experience at University. Over the years, we have carried out various activities to support making Teaching Quality a priority at MMU.

As part of this, three years ago we introduced the I love my lecturer campaign, also known as the MMUnion Teaching Awards. The idea was to allow students to nominate individuals and areas that they feel have made a positive impact on their University experience. For us, the reasoning behind this was simple; too often the student voice focuses on those things that should be better. As a Union we don’t exist to be critical, but to help MMU achieve excellence. We wanted to give students the chance to show that excellence in teaching is appreciated and definitely exists at MMU.

Students really value good teaching. They will remember someone who has enhanced their University experience for the rest of their lives.

Research, locally at MMU and nationally, shows that there is a clear desire for students to have a more personalised higher education experience. They want more contact time with tutors and their peers, more keynote speakers, and to feel like they are part of the academic community, not just a passive recipient of education.

‘Engaging and interactive; involving various opportunities to express different opinions and interpretations.’

1st Year, English and Linguistics

Recent NUS and QAA research, Student Experience Research 2012, Part 1: Teaching and Learning, has identified that students consider teaching skills the most important feature of good quality learning and teaching. Students consistently

talk about wanting more interactive classes, not only to learn, but also to develop peer relationships, which they linked to future employability skills.

The research shows us that, when thinking about the learning and teaching experience at University, lecturers’ teaching skills were by far seen as the most important. Around 90% of students rated this as important or very important.

The next most important factors nationally were interactive group teaching sessions and tutorials, and library support. Of least importance was the availability of internet discussion forums. Smaller groups, seminars, practicals and interactivity were all highlighted as something respondents wanted more of.

This is reflected locally through our Teaching Awards, where student nominations talk about lecturers who are interesting, well informed and passionate. Students love the use of technology and resources and they highly rate staff who are helpful. They tell us about staff who apply their lectures to real life and use examples to ignite student interest.

‘An excellent teacher engages, motivates and inspires. They light fires rather than fill vessels.’

3rd Year, Primary Education

Most importantly, students have told us about staff who talk to them like people and not numbers, who know their name, who say hello, and who clearly enjoy what they do. Students love having a seamless, interesting and relevant experience.

Key themes came out of the student responses from our Question of the Month in October. Students told us that they liked interactive and engaging teaching and teachers who were enthusiastic, approachable and good communicators.

question of the monthThis year we have introduced a ‘Question of the Month’, which we focus on when talking to students. Each month, we have two questions: a yes/no and an open text. Throughout the first term we consulted with over 3,500 students. We are particularly thankful to courses that have let us come and talk to their students.

Throughout October we asked our questions to over 1,500 students. The questions were “What Makes Excellent Teaching” and “Do You Know What The MMU Commitment Is?”

Q: Do you know what the MMU Commitment is?We received 1,548 responses to this question. The results can be found below, broken down by year and faculty.

OCTOBER

The lack of student awareness of the MMU Commitment is a big concern and shows more work is required by all partners to promote this to students in a meaningful way. The MMU Commitment has the potential to be a really exciting document, if it is well known and binding. MMU and MMUnion need to ensure that the Commitment can be brought to life for students, confidently demonstrating how it makes a positive difference to the student experience.

It is disappointing that, after much discussion across the University, the four week feedback commitment has been changed to exclude times when the University is shut. We fear that this weakens the strongest commitment that was being made to students in the Commitment. Whilst we do not believe that academic staff should have to work over the holiday period, we do firmly believe that prompt feedback is important because it allows students to reflect, learn and

Q: What makes excellent teaching?

develop before undertaking their next piece of work. As such, we believe that it is important that a timeframe of four weeks after the assessment deadline should be implemented

as compulsory. Deadlines should be set so that this is achievable, taking into consideration any holiday period.


Interactive teaching was one of the most popular trends, with students talking about the need for learning to be interesting and dynamic. Students talked to us about their desire to be involved, how they disliked just being talked at and that they wanted more from a lecture than just being given a handout. They also wanted the opportunity to express their opinions, hear the views of other students and discuss different interpretations.

‘Interactive lecture explaining points more clearly not just giving out more handouts.’

MSc Project Management.

Students placed a large emphasis on interesting teaching. Results from surveys like the NSS tell us that boring lectures continue to be a challenge.

When students told us about the importance of teaching being interesting, they closely linked ‘interest’ with lecturers who they believed had strong subject knowledge and who were good communicators. Subject knowledge came up a number of times and was often linked to confidence, commitment and enthusiasm. Students like staff who enjoy what they are saying and who love what they do. They like a lecturer to be a specialist in their subject, to have experience of their subject in the working world, and to be approachable, accessible, passionate and organised. They wanted their lectures to be interactive, use technology and visual aids and have a sense of humour.

‘A lecturer who enjoys the topic they are teaching. Interactive seminars, lots of resources online’

3rd Year, Sociology

‘Someone who is confident in teaching the subject and can transfer that confidence to students.’

2nd Year, Politics

We often hear hesitation around the idea of students talking about personalities, but personalities are important when “staff are enthusiastic” is rated in the NSS. Students aren’t asking for a new best friend who can make them laugh on demand, all of our feedback shows that they just want to be treated as people.

‘Someone who understands the material and teaches it in an approachable and interesting way. They are also open to questions and prepared to help students.’

1st Year, English

In contrast, the NUS and QAA research shows students identify a poor teacher as someone who is unconfident, a poor communicator, i.e. just reading their lecture notes, unprofessional (specifically swearing), patronising, not encouraging, and who overloads students with information and assumes too much knowledge of their students.

‘The lecture engages with the students and not just reading off slides.’

4th Year, PGCE

‘…Lecturers that can keep us engaged and interactive, PowerPoints are boring.’


‘…structured but including interaction and not just reading off PowerPoint’

3rd Year, Adult Nursing

The responses also illustrated that good communication skills, enthusiasm and dynamic delivery are a vital part of excellent teaching. Students spoke about humour, compassion and patience, and the desire to be treated like an adult. Approachability of teachers featured heavily in responses. Students expressed a desire to feel comfortable talking to their lecturers about additional support or queries.

‘…as long as your tutor is approachable and can help you understand things that may be complicated or difficult I am happy.’

1st Year, English and American Literature

‘An understanding of students’ needs, an ability to listen and they should know how to approach students as people without the student/teacher distinction.’

1st Year, English and Film

Throughout November MMUnion continued with the Question of the Month, asking two brand new questions, which received over 1,200 responses across all faculties. The questions were “Do you know how to submit Exceptional Factors?” and “How would you like to see technology used on your course?”

Q: Do you know how to submit Exceptional Factors?829 out of 1206 students who responded did not know how to submit Exceptional Factors.

NOVEMBER

These figures do not present any particular concern. It is likely that students will only know how to submit Exceptional Factors if they find themselves in a position where they need to use them. It is maybe worth considering the timing of

messages about exceptional factors. Information can get lost during induction and it could be worth reissuing guidance when the first piece of academic work is set.


Yes No


Cheshire 25 10 15

Education (inc. three MMU Cheshire students) 37 8 29

HLSS 239 76 163

Hollings 164 41 123

HPSC 235 84 151

Manchester School of Art 128 21 107


Q: How would you like to see technology used on your course?We have broken this down by faculty, although many of the issues are consistent across the University. Regular reference has been made to Moodle, so we have collated all the responses in a separate section of this report.

Thetablebelowshowsabreakdownbyfaculty:

BUSINESS AND LAW SCHOOL:A number of students requested the use of a more relevant MMU App that includes student email and Moodle access. They appeared dissatisfied with the current smart phone app because it was too basic. They also talked about wanting pod casts to be used in Moodle.

A small number of students did not place any response to the technology based question. Others appeared relatively happy with current use within the faculty.

‘Use of pod casts of lectures on Moodle’ 2nd Year, BSc Business Management

‘App that works and access to Moodle’ 2nd Year, BSc Business IT

‘app with more info and actually works’ 2nd Year, BSc Business IT

‘More computer lab sessions more information on moodle such as example work’

2nd Year, BSc Business IT


HOLLINGS:Students around the faculty expressed concern regarding availability of computers around the site. They insisted on availability of more computers and particular software in areas outside of the faculty itself. In particular, students said that they wanted CAD programmes to be available at the library in All Saints. Other comments were closely linked to issues with Moodle. For example, highlighting timetable consistency issues (the timetable being uploaded and then disappearing) and the system breakdowns leading to inaccessible emails. Students also expressed a desire to be able to access lectures through Moodle either before or after it has taken place.

‘More computers to be available at Hollings, and CAD software to be available in more areas’

3rd Year, BSc Fashion Buying

‘With timetables keep them consistent with minimal Moodle mishaps.’

2nd Year, BSc Food Technology

‘more access to computers there aren’t enough in the library’

1st Year, BSc International Fashion Marketing

‘more computers in Hollings. Like an ICT suite. Also Moodle emails always crash’

1st Year, BSc International Fashion Marketing

MANCHESTER SCHOOL OF ART:Students across the faculty talked about problems with Moodle, and that this has caused significant difficulties and confusion. Difficulties in the first term often centred on the electronic timetable systems, Moodle announcements and links being unavailable to the students.

‘would like to see step by step sheets for Moodle’

3rd Year, BA Textiles

‘Make Moodle easier to use. Free Printing’Foundation Year, Art

‘Good technology and more software, recorded lectures online’

1st Year, BA Film and Media

Students have also commented on the use of recorded lectures and wider implementation of the Photoshop software. Many students within the faculty showed a preference for online access to lectures, whilst some were happy with the technology currently used on their course.

‘Good computers and IT programs. Photoshop and illustrator’


‘Moodle - clear layout sometimes hard to find such as timetables’

2nd Year, BA Textiles in Practice

‘Moodle - hard to find info that isn’t in our textile area e.g anything outside the textiles area’


It was also found that some students didn’t specifically want technology.

SCIENCE AND ENGINEERING:Many students within the faculty preferred recorded lectures to be available online. A large number of students across the faculty were happy with the use of technology on their respective course.

‘tutorials and lectures recorded and put on moodle so you can refer back if you don’t understand or if you miss anything’

2nd Year, BSc Mathematics

‘It would be useful if all lectures were recorded’

2nd Year, BSc Biomedical Science

‘Technology is already used widely on this course’


‘recorded lectures. More interactive lectures using computer’


MMU CHESHIRE:The prevalent issues appear to be similar to those across other faculties. There is a desire for more original and interactive forms of learning, as well as further use of Moodle.

‘I would like the up-to-date lecture slides, and resources to be put on Moodle, in the SAME week they were presented, if not before the lecture itself.’

4th Year, Primary Education

‘Less tedious PowerPoints’ 2nd Year, PE

‘Better understanding of Moodle so able to take advantage of site’

3rd Year, Sports and Sports Development

Moodle received a range of mixed responses. Students either placed importance on it being used better, or criticised the way it was currently used. For more information please see the specific Moodle section of this report.

FACULTY OF EDUCATION:Faculty of Education students placed a large emphasis on the standard of technology. Students noted that technology regularly breaks causing problems for their work and lectures.

‘It needs to be a lot more reliable in the classroom. Many tutors seem to struggle getting it to work.’

PGCE Primary

This appeared to be similar across other faculties. There is a desire for electronic submission and more innovative approaches to technology and teaching.

‘I think we should be able to submit assignments online. We are behind with the times submitting them manually. There are several good reasons for work to be submitted electronically for example; we would save a lot of money not printing our work out, work is less likely to get lost, it is better for the environment.’


‘Creatively and purposefully. Death by powerpoint is not teaching, and on a teaching course is hypocrisy!’

4th Year, Primary Education

‘Less power point lectures! It feels like every single lecture uses a power point presentation. There must be another way to convey information. What did people use before Microsoft Office? I like it when they show us videos, and YouTube clips.’

1st Year, Early Years and Childhood Studies

Moodle received a range of responses. Students either placed importance on it being used better or criticised the way it is currently used.

It is also worth mentioning that a number of students in the Faculty of Education were satisfied with current use of technology.

HUMANITIES, LANGUAGES AND SOCIAL SCIENCES:Students across HLSS placed significant importance on the role of technology in enhancing their learning experience.


There was also a desire for more general use of online resources, not only within Moodle but also electronic submission, Podcasts and recorded lectures.

‘Make almost everything accessible online so as we have the option to go away and conduct further research if we so choose to’

2nd Year, Politics

‘More interactive lectures through use of technology to gather opinions eg. Surveys.’

2nd Year, Criminology

‘Maybe more different kinds of teaching techniques (alongside technology)’

1st Year, English

It is also worth mentioning that a number of students in HLSS were satisfied with current use of technology.


HEALTH, PSYCHOLOGY AND SOCIAL CARE:A significant proportion of HPSC students highlighted the need for electronic submission and the benefits of recorded lectures, along with the better use and availability of online resources.

‘More interactive lectures rather than PowerPoint presentations being read out. Lectures can be boring compared to Labs and Practicals so maybe making them a tad more exciting would keep students focused’

1st Year, Physiotherapy

‘E-Journals should be available at home as well as in the library’

1st Year, Adult Nursing


‘For staff to use Moodle readily, ensuring that all session information is available online. Also to make more use of the interactive facilities’

4th Year, Speech Pathology

It is also worth mentioning that a number of students in HPSC were satisfied with the current use of technology.

MMU WIDE:We often hear about the desire for lectures to be recorded and put on Moodle. This is a concern for students who have dyslexia in particular, who have also commented that Moodle is not very easy to navigate. Students have also commented about excessive numbers of university emails. They expressed frustration with what they referred to as ‘spam’ and said that they now tend to ignore and delete without reading.

MOODLE:Lots of comments gathered in the November Question of the Month specifically related to Moodle, so we thought it worthwhile to include a separate section. It was clear that

students consider Moodle to be key when thinking about technology in their learning.

Positive comments focused on how it is a vital resource for further research and to support their studies in general.

‘Moodle is a brilliant resource for extra information and to enable students to catch up on anything they may have missed in lectures.’

3rd Year, English and Creative Writing

‘..it just makes things easier. Such as Moodle is great, people that didn’t have Moodle in previous years just missed out.’

2nd Year, Tourism Management

Negative and neutral comments focused on Moodle’s flaws and how it didn’t serve the desired purpose, wasn’t effective or wasn’t fit for purpose.

‘Moodle clearer and easier to use’ 2nd Year, Public Services

‘All lecturers using Moodle to the same degree - think some are more confident than others with Moodle.’

1st Year, Maths

Students suggested a range of improvements that could be made to Moodle, and often placed Moodle at the heart of the delivery of technology to their learning experience.

‘Tutorial feedback via email or Moodle if for some reason students are unable to attend a tutorial session.’

3rd Year, Textiles

‘Recorded lessons needed on Moodle to make catching up and revising certain topics easier.’

1st Year, Maths

‘Moodle could be better utilized, on my course there are often mistakes with the online timetable.’

2nd Year, Biomedical Science

Students noted that Moodle works inconsistently and does not work through the MMU app. Some students noted that the sheer focus placed on Moodle as a resource and support for learning made it difficult to study effectively when it is unavailable, as they are unable to access work.

‘…train some staff how to use existing technology would be a good start…some lecturers are relying too much on Moodle for example.. no paper notes, no back up area.. ..so when Moodle goes down, we cant access work.’

3rd Year, Electronic and Electrical Engineering

Another common issue reported was that these technical issues are a result of staff not knowing how to use Moodle effectively and in the best possible way for their students.

‘I would like more lecturers to be aware of how to use the kind of technology already in place. A number of them do not know how to put items up on Moodle etc so this limits the amount of access I have to resources such as lecture notes.’

PGCE Primary

The most common area for improvement suggested was around the way Moodle is used. A number of students noted that lecture notes and resources are not uploaded at appropriate times. Responses indicated that resources would be more effective if they had access to them before a session.

‘I would like the up-to-date lecture slides, and resources to be put on Moodle, in the SAME week they were presented, if not before the lecture itself.’

4th Year, Primary Education (MMU Cheshire).

‘More PowerPoint being put on Moodle before lecture...No point otherwise’


‘Better use of Moodle - lecture and seminars not put up consistently and more information put up.’

2nd Year, Politics and History

Students also noted that there was inconsistency in the way that Moodle is used. For example, differing between course and faculty, and between modules and lecturers. Students cannot use Moodle as an effective electronic resource if there is no minimum standard of use across the institution.

It is worth acknowledging that students with dyslexia believed that uploading resources to Moodle before a session was fundamental to their ability to learn effectively.

‘Moodle more up to date, lecture notes and reading available for dyslexic students’.


The final point noted by students on Moodle was overuse. They thought that Moodle was, at times, relied on too heavily.

‘Having to print loads off of Moodle stuff (or read it from a screen) seems a little pointless (or detrimental)’.

3rd Year, English and Creative Writing

Although this is not directly related to use of Moodle, a considerable number of students noted that the layout of Moodle could drastically improve its use and effectiveness.

‘Some of the Moodle content is a little messed up.’

2nd Year, Primary Education

‘Moodle needs to be much more organised, simpler layout etc.’

2nd year, Politics

‘Clearer Moodle layout’. 2nd Year Psychology

Students cited additional features that could be added to Moodle to improve its impacts as a learning resource.

‘More interactive quizzes on Moodle.’ 2nd Year, Psychology

‘A quick access and user friendly Moodle.’ 3rd Year, Psychology


‘There should be a section on Moodle home page of recent updates. Bit tricky so better search function on Moodle.’

3rd Year, Graphic Design

The plans to launch Moodle 2 provide a great opportunity for the university to consider student feedback in making Moodle clearer and more consistent.

Students spoke a lot about the need for lecture aids to be online before a lecture takes place, which has been one of MMUnion’s objectives in our Higher Education Policy, now in its third year. Much of the case against this being implemented centres around the belief that it will result in more students not attending lectures. We do not believe that this would or should be the case. Many students will benefit from being able to prepare for a lecture. Knowing what is going to be covered allows for pre reading or research that a student may wish to do. Providing lecture aids online before a lecture takes place would also be enormously beneficial to students who may suffer from learning disabilities and it would be neglectful for MMU to ignore this aspect in particular.

We firmly believe that the quality of teaching at MMU is a selling point. No student could take the same level of knowledge and insight from a set of lecture aids, as they would from attending the lecture. Uploading lecture aids in advance should be seen as a benefit and a positive enhancement to enrich the academic experience of those who want to make the very best of their time at University.

Throughout December we asked students two new questions: “Do you know who your MMUnion Officers are?” and “What would make you vote in the MMUnion elections?”

We asked these questions until 11 December, due to the end of term approaching, and received over 1,000 answers, either online or through face to face conversations.

Q: Do you know who your MMUnion officers are?

DECEMBER

Across the University, a total of 487 students did know who the MMUnion officers were and 592 did not know who their MMUnion officers were.


Yes No


Cheshire 31 26 5

Education 60 34 26

HLSS 248 90 158

Hollings 71 28 43

HPSC 83 29 54

Manchester School of Art 55 11 44


Thetablebelowshowsabreakdownbyfaculty:

Through our Induction Survey we asked how many students had met their President and/or Vice President. Results this year show that 25% of students had met one of their officers, compared to 14% in the previous year. This is a good improvement, however there is still a lot of work to be done.

We will be closely analysing the results from the second question to see if we can incorporate any new initiatives to this year’s elections campaign, which will take place in the second term.


induction survey headlinesMMUnion has once again carried out the Induction Survey, collecting responses from 1221 eligible students (9% of the total year one population).

The sample is slightly under represented by mature and part-time students versus the overall student population. 42% of the sample was local and commuting and 35% had moved here from another UK town or city.

Only 10% of the sample had children or caring responsibilities this year, versus a consistent 14% in previous years. This may be due to the lower proportion of mature students this year.

Faculty samples range from 71 (Cheshire) to 226 (Science and Engineering).

• For the first time since the survey was established there was a change in the number of students saying they had considered leaving, deferring or transferring, which fell from 32% over the last three years to 29%.

• The top reason is still consistent with previous years - “my course isn’t what I expected”, followed by “worried about money” and “don’t feel I’ll be able to manage the work”.

• Whilst this year the percentage of students having considered transferring course/University or deferring were consistent with the last two years, the number of students considering dropping out altogether fell from 14% to 9%.

• 80% of the sample was likely to recommend MMU to friends and family, compared to 79% last year.

• For students living in halls of residence (34%) the top area of satisfaction was location (scoring 4.12 out of 5) and the lowest area of satisfaction was value for money (scoring 2.91 out of 5), both consistent with last year.

• 82% of the sample rated enrolment good or very good, versus 83% last year.

• 79% of the sample rated their taught classes as good or very good, versus 77% last year.

• 77% of the sample were satisfied with their timetable overall.

• 80% of the sample had met their personal tutor at the time of the survey, versus 75% last year.

• 63% of the sample had spent less than an hour or no time with a member of staff to discuss their individual study needs and progress versus 59% last year.

• Around half (49%) were satisfied with the amount of time spent discussing progress this year, which is consistent with last year. 17% were dissatisfied versus 18% last year.

• 72% of those who attended Welcome Week activities rated them good or very good versus 67% last year. Top ratings were given for welcome reps being helpful and the welcome guide being useful. The lowest ratings were given to ticket prices (where applicable) and relevance of events.

More detailed analysis will be available next term. In the mean time we wanted to provide you with some highlight headings:

>> recommendations <<

1. Incorporate the MMU Commitment into student induction and enrolment.

2. Record and upload all relevant lectures to Moodle.

3. Make lecture aids available online at least 24 hours before a lecture starts.

4. Review the university-wide communication policy to ensure email is being appropriately implemented. Students should be made aware of this policy.

5. Set the curriculum timeline to achieve four week feedback across the university.

6. Review University strategy on enhancing teaching quality, in response

to student views represented in this report.

7. Set and monitor a minimum standard for basic uploads to Moodle to ensure consistency across courses.

8. Ensure that guidance and training around the appropriate and effective use of Moodle is being followed by staff required to use the system.

9. Use consultation with students, as experts by experience, when developing Moodle 2.

10. Carry out a collaborative review of the university’s student support package.

closing remarksIf you have any comments on this report or its contents, or if you would like more information, please do not hesitate to contact Becci Heard who is based in the Students’ Union located at 99 Oxford Road, via telephone on 0161 247 6518 or via email on [email protected].

mmunion99 oxford roadmanchester, m1 7el

t 0161 247 1162f 0161 247 6423e [email protected]

Documents

student voice first term report - University Teaching Academy...These include a Students as Partners project, involvement in the QAA Mid Cycle Follow Up report, involvement in