Inspire engagement through active learning
People learn best by doing. Revel puts students in the driver's seat on their learning journey.
Revel® integrates interactives and assessments into a compelling digital narrative. By applying concepts as they read, students immerse themselves in learning, deepening their understanding.
It's your class, but their journey. Inspire learners to claim ownership with Revel.
Revel enables students to read, practice and study in one continuous experience, anywhere and anytime.
Active participation is the key to learning. Videos and interactives throughout the narrative empower students to analyze and apply concepts as they read.
Assessing student progress helps you keep the class on track. The educator dashboard yields performance insights that let you adjust your focus as needed.
Both you and your students are always on the go. That’s why the Revel app enables access on all your devices, anywhere and anytime.
Great content helps students think and reason. Revel combines world-class content, by top thought leaders, with tools supporting concept mastery.
Practice makes perfect. Embedded assessments in Revel allow you to gauge student understanding and improve comprehension.
Writing is a great way to boost comprehension. Shared writing assignments in Revel encourage critical thinking and facilitate dialogue among peers.
Many students today are savvy creators. Shared multimedia assignments enable you and your students to easily post and respond to videos and other media.
Explore how Personal Finance students' final course scores improved significantly after implementation of Revel.
Choose from these subject areas across the higher ed curriculum
Check out our infographic, which highlights insights from a study in 2024 involving educators and students enrolled in the Introduction of Accounting and Financial Management course at Brunel University. This visual showcases the impact of MyLab on students and educators.
The questions surrounding AI have drastically changed within the past year. Questions surrounding technology range from “what is this?” to “what are its limits?” In the dynamic landscape of higher education, AI has been a transformative force, reshaping the way faculty teach and students learn.
Earlier this year, Pearson conducted a survey focused on generative AI (GAI) and ChatGPT in higher education, to examine faculty sentiment. Recently, Pearson revisited that survey, releasing it a second time to evaluate how feelings toward, and actual usage of, GAI has evolved. In just 6 months, a shift has occurred. There has been a 14% decrease in the level of concern for ChatGPT, and now over half of the respondents have familiarity with ChatGPT and its applications within education. This shift in perception paints an inspiring picture of an educational community willing to discover the transformative potential of GAI.
Many believe that AI holds the power to revolutionize education – the degree of change remains up for debate. Some instructors aren’t yet making changes to their courses. Others are discovering a powerful ally in GAI when it comes to tasks like grading homework and enhancing course materials. Integrating AI into their workload allows instructors to save time and refine their courses to focus on their students.
In the initial release of our survey a significant portion of participating instructors had reservations about the potential benefits of generative AI - this “game-changing technology.” Many respondents struggled to envision how GAI could benefit them. When the question was revisited this fall, one instructor commented that ChatGPT gives their students a “running start on their writing” allowing them to start with a structured foundation rather than a blank page. They found that “students can produce better papers when they use ChatGPT productively.”
Results this fall indicated that the percentage of faculty who are “excited” or “enthusiastic” is almost equal to the number who responded as “concerned” - 28.6% and 26.7% respectively. Faculty are leaning into GAI as another tool for learning and developing new content. Conversely, some expressed concern surrounding cheating, academic dishonesty, and plagiarism detection. In fact, one instructor believes “students who wish to do minimal work now have an amazing new way to cheat, and they are definitely doing so!” To help combat these concerns, some faculty are having open conversations with their students, and instructors are adjusting their testing protocol.
“This is really going to make us think about authentic assessment, and what learning means. Students are going to need to be able to use the technology to create code, aggregate data. But how will they know what to ask and if the answer is reasonable,” a faculty member commented. Furthermore, someone else said that ChatGPT presents the opportunity for students to think more critically and to fact-check more often.
When first distributing the survey, a notable 40% of respondents initially believed ChatGPT would change the industry, and have an immense impact on them. However, upon revisiting this question in the more recent survey, only a modest 10% of respondents experienced a discernible influence from the GAI tool. It is not uncommon to harbor apprehension towards change; however, sometimes it is not as daunting as it seems.
Since individuals and organizations are working through how to use this technology at the same time it continues to develop, many instructors have had to (or plan to) adjust their course requirements. Some are increasing citation requirements or making assignments more interactive. This journey of transformation effects all disciplines. One writing composition instructor started using ChatGPT in their class earlier in the year, and now has integrated it into their lesson plans. They explain that their “students love learning what it does well and what it does poorly, and by exploring its capabilities, they learn a lot about writing expectations and standards.” Thus, by integrating ChatGPT into their lesson plan, this instructor is guiding students to think critically about GAI and its competencies. Another instructor uses it to demonstrate how to compose code in other languages and plans to continue to adapt their class as GAI grows.
Embracing these tools as part of a collaborative teaching effort is the path forward. As one instructor comments, “students are going to need to be able to use the technology to create code, aggregate data, but how will they know what to ask and if the answer is reasonable?” When using AI in a partnership alongside traditional teaching, the instructor can step in, judiciously apply these tools, and help students discern when to employ them versus where conventional methods are more appropriate.
The shift to familiarity and adaptation of ChatGPT and other GAI brings a new era of higher education. Similar to other major societal shifts, higher ed faculty find themselves with the opportunity to help lead the charge in forging this new path for themselves and their students by creating guidelines, and understanding how best GAI can be used. Even if you’re still reticent to embrace it, consider a common sentiment from our survey respondents - GAI creates the opportunity for open dialogue with students.
Why don't students do their assigned readings? Many aren’t motivated to read through dense pages of information. eTextbooks have encouraged more students to read because of its interactivity and convenience.
But technology alone doesn't improve learning. Instructors play the most important role in encouraging students to read.
A 2015 Educause study looked at how an instructor’s use of eTexts affects student reading and learning. It found that 70% of students preferred eTexts over paper textbooks because of instructor highlights and annotations. This feature is just as important to them as the eText saving them money.
– David Kiracofe, full-time professor of History at a two-year school in the southeast
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