Big data to drive future learning experience

Date

01 Feb 2016

Sections

InfoSociety
Education

New report points to increased use of data driving future learning

A new report published today by Policy Connect and commissioned by ACCA (the Association of Chartered Certified Accountants) has identified how big data and analytics has the ability to transform teaching and learning in higher education.

The report – From Bricks to Clicks – looks at the current situation regarding student data collection within UK Higher Education Institutions and the opportunities that improved data collection and analysis will offer learning providers.

Digital learning is predicted to continue to grow, with the removal of the student cap, universities will look to provide an increased number of digital courses to cater for the increased student numbers and increased demand. Anthony Walters, Policy Manager, ACCA Western Europe explains: “The traditional view of learning is being swept away through a combination of increased demand and improved technology.

“Moving from reactive to predictive analytics is going to be a challenge for all learning providers. It is an increasingly competitive sector, but by harnessing technology and data higher education institutions and their students will be given a level of insight and understanding on their performance which has never been seen before. By working together learning providers can use this big data to provide a seamless and supportive learning experience for students, from the point they enter higher education trough to gaining post-graduate and professional qualifications. 

“Using data collected about the way students interact with their learning provider, and how they approach learning will help shape courses that meet students’ needs going forward. Using big data can provide a goldmine of knowledge, for example you can identify which students are disengaged to predict who may be in danger of failing which will enable you to make timely interventions to help get students back on track”.

“Working with global professional bodies should be an attractive option for them. ACCA has more than 450,000 global students, our experience of delivering a qualification to a global audience is unmatched. We have adopted online learning through ACCA-X and some of our exams are available through computer based examinations.

“Universities only have a certain amount of physical teaching space but with government income from research being reduced institutions need to find more innovative ways to deliver their courses. Income from fees is becoming more important, so universities need to deliver courses to an increasing number of students.

“ACCA has concerns about the close linking of income – through tuition fees – and teaching excellence through the Teaching Excellence Framework (TEF). We do not want to see the TEF used as a ‘funding maximisation’ tool. The TEF should be seen as an opportunity to raise standards across the board and adopt new, innovative teaching methods.”

 

The report can be downloaded from: http://www.policyconnect.org.uk/hec/

 

- ends -

 

For media enquiries, contact:

 

Ray Allger, ACCA Newsroom
T: +44 (0)20 7059 5788
M: +44 (0)7540 919819

E: ray.allger@accaglobal.com

Twitter: @ACCA_UK / @ACCANews

 

Notes to Editors

About ACCA

ACCA (the Association of Chartered Certified Accountants) is the global body for professional accountants. It offers business-relevant, first-choice qualifications to people of application, ability and ambition around the world who seek a rewarding career in accountancy, finance and management.

ACCA supports its 178,000 members and 455,000 students in 181 countries, helping them to develop successful careers in accounting and business, with the skills required by employers. ACCA works through a network of 95 offices and centres and more than 7,110 Approved Employers worldwide, who provide high standards of employee learning and development. Through its public interest remit, ACCA promotes appropriate regulation of accounting and conducts relevant research to ensure accountancy continues to grow in reputation and influence.

Founded in 1904, ACCA has consistently held unique core values: opportunity, diversity, innovation, integrity and accountability. It believes that accountants bring value to economies in all stages of development and seek to develop capacity in the profession and encourage the adoption of global standards. ACCA’s core values are aligned to the needs of employers in all sectors and it ensures that through its range of qualifications, it prepares accountants for business. ACCA seeks to open up the profession to people of all backgrounds and remove artificial barriers, innovating its qualifications and delivery to meet the diverse needs of trainee professionals and their employers. More information is here: www.accaglobal.com

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