FE and HE staff digital experiences survey
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Joint building digital capability and digital experience insights community of practice online event, 17 November 2020.
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FE and HE staff digital experiences survey
- 1. Teaching staff digital experience insights survey 2020 UK further education (FE) and higher education (HE) survey findings November 2020 Sarah Knight and Ruth Drysdale
- 2. Digital experience insights surveys • Our insights surveys provide powerful data on how students, teaching and professional services staff, and researchers are using technology • Designed to help to understand and improve the digital experience in FE and HE • Provide baseline and benchmarking data to inform your digital strategy • New question sets for 2020-21 surveys reflect requirements for the COVID-19 context and can be run annually or more frequently as pulse surveys • Register your interest in running digital experience insights surveys with your staff and students: https://digitalinsights.jisc.ac.uk/subscribe/find-out-more/ https://digitalinsights.jisc.ac.uk/ what-is-digital-insights- experience/
- 3. Publications Teaching staff digital experience insights survey 2020: UK higher education (HE) survey findings Teaching staff digital experience insights survey 2020: UK further education (FE) findings Teaching staff digital experience insights survey 2020: question by question analysis of findings from teaching staff in UK further and higher education Available from 23 November from: https://digitalinsights.jisc.ac.uk/reports-and- briefings/our-reports/
- 4. Responding to a changing landscape – HE
- 5. Learning to thrive in a changing landscape – FE
- 6. Teaching staff digital experiences and environment • You and your technology • Technology at your organisation • Technology in your teaching • Developing your digital skills https://digitalinsights.jisc.ac.uk/what-is-digital-insights-experience/
- 7. Theme 1: You and your technology (1 of 3) What organisational devices do teaching staff use for their teaching? •66 % desktop •50 % laptop •17 % tablet •4 % smartphone •10% none of these HE teaching staff •70 % desktop •56 % laptop •24 % tablet •9 % smartphone •7 % none of these FE teaching staff
- 8. Theme 1: You and your technology (2 of 3) Use of assistive technologies HE teaching staff • 14% of teaching staff used at least one of four assistive technologies • 33% of staff who used at least one of them said their organisation had offered support to do so • Only 20% of all teaching staff said their organisation had offered support (irrespective of whether they used any of the named technologies) FE teaching staff • 16 % of teaching staff used at least one of four assistive technologies • 63% of staff who used at least one of them said their organisation had offered support to do so • Only 40% of all teaching staff said their organisation had offered support (irrespective of whether they used any of the named technologies)
- 9. Theme 1: You and your technology (3 of 3) Attitudes and confidence in using technology Attitudes • 95% HE and FE teaching staff said they either enjoyed trying out new and innovative technologies or were comfortable using mainstream technologies 4 % HE and 5 % FE preferred not to use technology unless they had to Confidence 72 % HE and 70 % FE were either ‘very’ or ‘quite’ confident at trying out new technologies 12 % HE and 11 % FE said they were either ‘not very’ or ‘not at all’ confident
- 10. “Provide staff with tablets/laptops/smartphones so they are not expected to purchase and use personal devices.” HE teaching staff “Give staff laptops … staff develop new skills by immersion in new technology.” FE teaching staff
- 11. Theme 2: Technology in your organisation (1 of 3) Quality of organisational digital provision • 61 % of HE and 53 % FE teaching staff rated the quality of their organisation’s digital provision as ‘good’, ‘excellent’ or ‘best imaginable’ • 12 % HE and 15 % FE rated digital provision as ‘poor’, ‘awful’ or the ‘worst imaginable’ Access to essential services • 82 % of HE and 65 % FE teaching staff said they had access to reliable on campus wifi • 69 % HE and 59 % FE agreed that their organisation let them access online systems and services from anywhere • Only 33 % HE and 38 % FE agreed that their organisation supported them to use their own digital devices Without investment in the digital estate, these issues will continue to impact on the ability of teaching staff to use digital technologies effectively in their teaching practice.
- 12. Theme 2: Technology in your organisation (2 of 3) Access to Teaching spaces, digital equipment, software and resources • 35% HE and 34 % FE teaching staff agreed the software available for teaching was industry standard and up to date • 28% HE and 23 % FE agreed classroom digital equipment was reliable and easy to use • 27% HE and 24 % FE agreed teaching spaces were well designed for technology use • 26% HE and 24 % FE agreed digital media production facilities were available when needed
- 13. Theme 2: Technology in your organisation In the last week, have you used any other apps or platforms outside of the learning environment to support student discussion or collaboration? HE teaching staff FE teaching staff
- 14. Theme 2: Technology in your organisation (3 of 3) Setting digital activities for students in the learning environment - teaching staff were asked which of three activities they had set for students in the learning environment in the last week: • 63 % of HE and 38 % of FE teaching staff said none of these • 20 % of HE and 32 % of FE set collaborative work on a shared presentation or report • 19 % of HE and 27 % FE set a moderated discussion • 17 % of HE and 38 % FE set a quiz Involving staff in decisions about digital services • Only 11% HE and 19 % FE agreed they had an opportunity to be involved
- 15. Theme 3: Technology in your teaching (1 of 4) Overall quality of digital teaching and learning • 58 % of HE and 59 % FE teaching staff rated the quality of digital teaching and learning on their course as ‘good’, ‘excellent’ or ‘best imaginable’ • 11% HE and 10 % FE rated it as ‘poor’, ‘awful’ or the ‘worst imaginable’ Online teaching, virtual and augmented reality • 43% of HE and 54 % FE created online teaching materials weekly or more frequently • Only 3% HE and 4 % FE used simulations, virtual or augmented reality weekly or more frequently
- 16. Theme 3: Technology in your teaching (2 of 4) Digital tools or apps teaching staff find really useful for teaching HE teaching staff FE teaching staff
- 17. Theme 3: Technology in your teaching (3 of 4) The percentage of teaching staff who said they carried out the following activities weekly or more frequently was: • 37% HE and 59 % FE teaching staff worked online with learners • 34% HE and 49 % FE gave digital feedback to individual learners • 24% HE and 33 % FE worked with data eg analysis, visualisation • 15% HE and 29 % FE used live quizzes or polls in class
- 18. Theme 3: Technology in your teaching (4 of 4) What one thing should your university do to improve the quality of digital teaching and learning? When a representative sample of HE responses was coded: • A third of these related to training and CPD (33%) • A similar percentage relating to software, infrastructure and systems (31%) • Other comments related to organisational culture (13%), time and timetabling (11%) and help and support (9%) When a representative sample of FE responses was coded: We found that over half of these related to software, infrastructure and systems (54%). Other comments related to training and CPD (21%), time and timetabling (9%), organisational culture (6%) and help and support (6%).
- 19. “Increase the capacity of learning technologists to work creatively with staff to improve their confidence and competence. For many of us to make progress they need to work closely as part of academic teams but increasingly it is these roles that go when finances are tight.” HE teaching staff “Focus teachers on good teaching practice, by giving them time to develop the combination of technical and pedagogical skills and resources necessary” FE teaching staff
- 20. Theme 4: Developing digital skills (1 of 3) Quality of support to develop digital skills • 43 % of HE and 54 % FE teaching staff rated the quality of support they received from their organisation to develop their digital skills as ‘good’, ‘excellent’ or ‘best imaginable’ • 21 % HE and 15 % FE rated it as ‘poor’, ‘awful’ or the ‘worst imaginable’ “Interact directly with academic staff to ascertain their actual needs or desires. There are no regular discussion groups at academic level with the digital skills teams to assess what is needed or communicate the resources available.” HE Teaching staff
- 21. Theme 4: Developing digital skills (2 of 3) Organisational support for teaching staff to develop their digital skills • 29 % of HE and 38 % FE teaching staff agreed they received guidance about the digital skills they needed for their role • 12 % of HE and 21 % FE agreed that they had the chance to assess their digital skills (eg for career planning) • 14% HE and 22 % FE agreed they had time to explore new digital tools and approaches • Only 7% HE and 16 % FE agreed they received reward and recognition for the digital skills they developed
- 22. Theme 4: Developing digital skills (3 of 3) Organisational support for teaching staff to develop their digital skills • 71% HE and 83 % FE teaching staff were informed about keeping learner data safe under GDPR • 56% HE and 66 % FE informed about equality and accessibility legislation • 50% HE and 58 % FE informed about data copyright and licensing • 27% HE and 66 % FE informed about helping students behave safely online • 27% HE and 48 % FE informed about their health and wellbeing as a technology user • 24% and 40 % FE informed about innovations in digital teaching and learning
- 23. COVID-19: early signs of impact and change HE teaching staff replaces the journey of digital development feature in the student publications. Perhaps just use the updated theme icons for each of these sections to reduce artwork required and no. of pages? Use of personally owned devices for teaching - 13% rise in use of personal laptops Confidence in trying out new technologies - 8% reduction in those who said they were ‘very confident’ Use of the learning environment - 10% rise in reliability rating and 6% rise in agreed that was easy to navigate Frequency of digital teaching practices weekly or more - 25% rise in worked online with learners; 9% rise in gave digital feedback to individual learners; 5% rise in use of live quizzes or polls in class and 37% rise in numbers who taught online Guidance on digital skills development - 8% rise in agreed that guidance about the digital skills needed for job role and 5% more agreed that staff discussed their digital skills informally with managers
- 24. COVID-19: early signs of impact and change FE teaching staff replaces the journey of digital development feature in the student publications. Perhaps just use the updated theme icons for each of these sections to reduce artwork required and no. of pages? Use of personally owned devices for teaching - 19% rise in use of personal laptops Marking work and giving feedback - 13% rise in agreed that ‘the system for marking work and giving feedback works well’ Organisational support and access - 15% rise in agreed that ‘let’s you access online systems and services from anywhere’ and a 14% rise in agreed that ‘supports paperless working practices’ Frequency of digital teaching practices weekly or more - 26% rise in worked online with learners; 24% rise in gave digital feedback to individual learners; 12% rise in use of live quizzes or polls in class and 45% rise in numbers who taught online Guidance on digital skills development - 16% rise in agreed that guidance about the digital skills needed for job role and 11% rise in time to explore new digital tools and approaches
- 25. Building the digital future • Strategic leadership • Developing pedagogically informed digital practices • Digital environment and infrastructure
- 26. Publications available Teaching staff digital experience insights survey 2020: UK higher education (HE) survey findings Teaching staff digital experience insights survey 2020: UK further education (FE) findings Teaching staff digital experience insights survey 2020: question by question analysis of findings from teaching staff in UK further and higher education Available from 23 November from: https://digitalinsights.jisc.ac.uk/reports-and- briefings/our-reports/
- 27. Get involved Sign up to run the surveys in your university https://digitalinsights.jisc.ac.uk/subscribe/find-out-more/ Join our Insights community: Click on jiscmail.ac.uk/JISC- DIGITALINSIGHTS-COP and join by clicking on the 'Subscribe or Unsubscribe' button Follow #digitalstudent
- 28. Except where otherwise noted, this work is licensed under CC-BY Get in touch… Digital experience insights Sarah Knight Sarah.knight@jisc.ac.uk Ruth Drysdale Ruth.drysdale@jisc.ac.uk https://digitalinsights.jisc.ac.uk #digitalstudent
Editor's Notes
- Use of organisationally owned devices for teaching Two thirds of staff used an organisationally owned desktop. In ordinary circumstances this would not be a surprise, but COVID-19 and workspace considerations may mean that some of these devices were not available in the latter part of the survey. Access to organisational systems and services via personally owned devices may be more problematic. The high number of teaching staff who said they were using personal smartphones for teaching requires further investigation at a local level. In terms of organisationally owned devices, a high percentage of staff used desktops. In ordinary circumstances this would not be a surprise, but COVID-19 and social distancing may mean that some of these devices were no longer available. Just over half used laptops; far fewer used tablets and smartphones. Worryingly, 7% of teaching staff said they had access to none of these devices for teaching.
- Teaching staff were asked about their use of four specific assistive technologies: screen readers, dictation, alternative input devices and screen magnification. The figures show that while the majority said they were offered support to use assistive technologies, around a third were not. It is vital that all staff have a knowledge and awareness of assistive technologies so they can promote the benefits to learners
- The attitude of teaching staff in using technology was very positive, but more needs to be done to boost confidenc
- Just over half of teaching staff gave a positive rating for their organisation’s digital provision, but responses to questions about some aspects of organisational support and provision were low; high numbers gave neutral responses or disagreed. Without investment in the digital estate, these issues will continue to impact on the ability of teaching staff to use digital technologies effectively in their teaching practice.
- Teaching staff were asked which of three activities they had set for students in the learning environment in the last week and could select any, all or none of these. The high number of staff who said they used none of these is surprising, particularly since 48% of the data was collected during lockdown for HE and 62 % for FE. Affirmative responses to the other options are very low.
- Live video platforms (Zoom, Collaborate, MS Teams, Facetime and Skype) Quiz and test apps (Mentimeter, Kahoot, Socrative, Poll Everywhere, other quizzes and polls) Padlet and other apps for recording and sharing notes 1,917 responses from teaching staff were received. The top three most cited tools or apps were: Kahoot topped the list with other quiz and test apps also frequently cited Live video platforms like MS Teams and Zoom Various virtual learning environments like Google Classroom, Moodle, Showbie and Canvas Design note: no comparable icons for these two points in student set – possibility of a new? FE Useful digital tools and apps for teaching 1,917 responses from teaching staff were received. The top three most cited tools or apps were: Kahoot topped the list with other quiz and test apps also frequently cited Live video platforms like MS Teams and Zoom Various virtual learning environments like Google Classroom, Moodle, Showbie and Canvas
- There are some positive findings here that support the high motivation ratings, especially when the weekly and monthly figures are combined. However, the numbers of staff who say they never carry out any of these digital teaching practices or do so less frequently is a concern. Activities and experiences that use simulations, virtual and augmented reality are underused. Yet they have potential to add value by providing safe and cost-effective learning opportunities for learners, particularly in practical subjects. Further investment and training is needed to make better use of these technologies.
- Help teaching staff to develop digital skills so they can support learners effectively More quizzes, polls and interactive learning in class Improve consistency and navigation of the learning environment with a simple page structure Make sure everyone has access to a computer
- Transformation of teaching and learning requires leadership, clarity of vision, aspiration and purpose. It also needs a robust implementation strategy and financial investment. The digital estate requires equal consideration to the physical estate. Creating the right environment for students also involves building the right culture – a culture that listens to, and engages with, all who study, teach and work within it. The most consistent demand from teaching staff was for continuous professional development (CPD) in effective teaching with digital technology and for more/better support from learning technologists on pedagogic issues. They wanted this to take place regularly and in a variety of different formats; and for it to take place in collaborative settings that allowed them to share and develop practice with other practitioners and to contextualise new opportunities to their own subject. Some of the ratings from teaching staff on the quality of, and their experiences in using the hardware, software, platforms, technologies and teaching spaces are disappointing and expectations will be raised by seamless use of technologies in other areas of our everyday lives. It is worth noting that staff often give lower ratings than students across comparable questions, but regardless, this dissatisfaction is a concern. If teaching staff do not have access to the technologies they feel they need or are hampered by barriers (real or perceived) then transformation and innovation by all but the determined minority will be severely impeded.