Ready to Study

An online tool to measure learning and align university and student expectations via reflection and personalisation

Abstract

Despite widespread implementation of initiatives to support student transition into higher education, research reports that many students, both undergraduate and graduate, still lack awareness of expectations and preparedness for study (Baik, Naylor & Arkoudis, 2015; Ozga & Sukhnandan, 1998; Drew 2001; Haggis & Pouget, 2002; Wingate, 2007). In this paper we report on the design and development of an online adaptive diagnostic module to help students better understand the expectations of studying at a large Australian university, reflect on and evaluate their current skill level in relation to these expectations, and address any skills gaps. The module¹ was designed to (1) gather evidence of student needs through analysis of student perceptions and behaviours, (2) be personalised enough to maximise opportunity for students to reflect on and self-regulate learning, and (3) be scalable and sustainable enough to develop and maintain within resourcing constraints. Preliminary learning analytics and student surveys from the pilot (n=402) indicate that this approach allowed students, teachers and developers to measure current learning in relation to expectations and take action. Importantly, it was also easily embedded in and adapted for different contexts.