The big picture: mining the student data resource to inform learning development provision

Accurately assessing student needs is a key concern for learning developers in order for provision to have a strong evidence base. Studies investigating student study needs in higher education tend to provide a snapshot in time and are limited to a certain number of students (Liu et al., 2011; Sloa...

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Autores principales:	Elizabeth Tanguay, Peter Hanratty
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2017
Materias:	learning development study skills needs analysis writing provision curriculum design 1 Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/65c8ed1f109a4441a3d783d5d06639c2
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id	oai:doaj.org-article:65c8ed1f109a4441a3d783d5d06639c2
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spelling	oai:doaj.org-article:65c8ed1f109a4441a3d783d5d06639c22021-11-29T14:03:02ZThe big picture: mining the student data resource to inform learning development provision10.47408/jldhe.v0i11.4011759-667Xhttps://doaj.org/article/65c8ed1f109a4441a3d783d5d06639c22017-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/401https://doaj.org/toc/1759-667X Accurately assessing student needs is a key concern for learning developers in order for provision to have a strong evidence base. Studies investigating student study needs in higher education tend to provide a snapshot in time and are limited to a certain number of students (Liu et al., 2011; Sloan et al., 2013). Others have surveyed users of learning development centres, but not their needs (Buchanan, 2015). In order to develop evolving needs-based writing provision across Swansea University, the Academic Success Programme (ASP) has implemented a web-based system for recording identified areas for improvement in 1:1 tutorial sessions. The ongoing needs analysis is based on student essays in progress and identifies textual and functional categories for improvement. Grouping records according to student metadata allows us to profile student needs according to discipline area and year of study. The emerging patterns enable us to create bespoke workshops for particular student cohorts. To illustrate this process, an example needs analysis and curriculum design for Swansea University's College of Human and Health Sciences is described. Elizabeth TanguayPeter HanrattyAssociation for Learning Development in Higher Education (ALDinHE)articlelearning developmentstudy skillsneeds analysiswriting provisioncurriculum design1Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 11 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning development study skills needs analysis writing provision curriculum design 1 Theory and practice of education LB5-3640
spellingShingle	learning development study skills needs analysis writing provision curriculum design 1 Theory and practice of education LB5-3640 Elizabeth Tanguay Peter Hanratty The big picture: mining the student data resource to inform learning development provision
description	Accurately assessing student needs is a key concern for learning developers in order for provision to have a strong evidence base. Studies investigating student study needs in higher education tend to provide a snapshot in time and are limited to a certain number of students (Liu et al., 2011; Sloan et al., 2013). Others have surveyed users of learning development centres, but not their needs (Buchanan, 2015). In order to develop evolving needs-based writing provision across Swansea University, the Academic Success Programme (ASP) has implemented a web-based system for recording identified areas for improvement in 1:1 tutorial sessions. The ongoing needs analysis is based on student essays in progress and identifies textual and functional categories for improvement. Grouping records according to student metadata allows us to profile student needs according to discipline area and year of study. The emerging patterns enable us to create bespoke workshops for particular student cohorts. To illustrate this process, an example needs analysis and curriculum design for Swansea University's College of Human and Health Sciences is described.
format	article
author	Elizabeth Tanguay Peter Hanratty
author_facet	Elizabeth Tanguay Peter Hanratty
author_sort	Elizabeth Tanguay
title	The big picture: mining the student data resource to inform learning development provision
title_short	The big picture: mining the student data resource to inform learning development provision
title_full	The big picture: mining the student data resource to inform learning development provision
title_fullStr	The big picture: mining the student data resource to inform learning development provision
title_full_unstemmed	The big picture: mining the student data resource to inform learning development provision
title_sort	big picture: mining the student data resource to inform learning development provision
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2017
url	https://doaj.org/article/65c8ed1f109a4441a3d783d5d06639c2
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The big picture: mining the student data resource to inform learning development provision

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