De, Debbie

Nzekwe-Excel, Chinyere

Pope, Ellen

English

The Aston University’s Learning Development Centre (LDC) is an academic initiative focused on meeting the learning requirements of students, and works with academic staff to enhance the academic outcomes for the University’s diverse student body. The centre provides practical support to develop students’ learning skills and abilities. Therefore, this study aims to review the centre’s services by seeking feedback to improve its services and deliveries, and to subsequently contribute to enhancing student retention, progression and success. The survey data collection tool was specifically employed to identify the students’ needs and expectations from the centre, measure their satisfaction of the LDC services, and identify possible areas for enhancing the centre’s practice. This study discusses how the main outcomes from the surveys provided some insights for further research using the focus group research method. It also shows how the outcomes from the surveys and focus groups are utilised by the LDC to strategically plan and structure its services and offerings to address students’ learning needs as well as devise ways to reach students that are not currently using the LDC

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Using Data to enhance the Quality of Student Learning Experience: Aston University’s Learning Development Centre (LDC)Aston University’s LDC responded by: Aston LDCChinny Nzekwe-Excel: nzekweec@aston.ac.uk; Debbie De: d.de@aston.ac.uk; Ellen Pope: e.l.pope@aston.ac.ukAston University’s LDC provides multiple services to develop academic,research and mathematical skills across the student body. Monitoring andevaluating central services at Aston University and across Higher EducationInstitutions is critical given the significance of student retention, studentsatisfaction and student success across the sector.• Developing the LDC liaison strategy with schools of study.• Increasing LDC involvement at programme and institutional level committee meetings to raise staff awareness of the LDC.• Providing a mixed model of maths support: targeted and open support.• Monitoring and evaluating processes to facilitate and support quality assurance and enhancement.Further Changes to LDC Practices and OperationsNext Steps…Research ContextAston University’s LDC conducted a Survey to:Aston Student Survey Respondents said …Review all LDC services and resourcesContinue to collaborate with students to co-create study resourcesConduct focus groups and interviews with Aston staff to identify their student needs• “Amazing service ….but… not recommended amongst all academic staff…more emphasis on unity amongst staff and students...”• “…help me…answer certain questions thus improving my grades…” • “It is a very good service… BUT set appointments for the maths tutor!! PLEASE! It's not to have a drop-in service”• “…I don't think that …some members of academic staff appreciate the standards set by the LDC”• “...the LDC should be promoted throughout the academic year”Evaluate the Student ExperienceIdentify Student NeedsWhat works?What doesn’t work?Evaluate the Impact of LDC services and practices• Collaborating with students to co-create study resources.• Improving the LDC’s relationship with schools of study which has enhanced LDC understanding and ability to modify service provision in response to curricular demands. • Increasing LDC partnerships with academics and other central services; raising the profile of the LDC across the institution.• Standard mapping of LDC data with central university data to ensure effective planning and prioritisation.• Increasing understanding of student study needs by targeting LDC users and non-users using the survey tool.

Using Data to enhance the Quality of Student Learning Experience: Aston University’s Learning Development Centre

https://pure.northampton.ac.uk/ws/files/4528790/HEA_Conference_Poster_LDC_Aston_.pdf

Using Data to enhance the Quality of Student Learning Experience: Aston University’s Learning Development Centre

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