Success stories

INTO Newcastle University completed a study evaluating whether the Conley Readiness Index could act as a diagnostic tool in various student support and wellbeing scenarios. They found that the CRI added value, strengthened skills, built positivity and supported students moving forwards in their learning journey.

This research shows how the requirement to move rapidly and en masse from in-person to online delivery presented challenges which were largely unavoidable for both students and academics. However, the advantages have also become clear as the pandemic accelerated the use of more blended learning.

On reflection, the consensus is that improved technology will deliver even better – more considered and holistically designed – blended experiences going forward. Educators and students also agreed that in general blended learning is more likely to happen in the future – the pandemic has accelerated this.

When introducing a new digital resource to support students on your module, the implementation of the resource is the most crucial factor for success. 

Northumbria University and Pearson formed an Online Learning Services partnership. This was designed to support delivery of the university’s existing postgraduate online, distance learning programmes and to develop and launch new programmes together.

Pearson worked with Dr Catherine Dobson at the University of Hull to look at how first year engineering students used Mastering both pre- and post-Covid. 

Over the last 5 years, Pearson and the University of Hull have worked together to explore the impact of Mastering Engineering on first year engineering students. 

This study looks at how University of Hull used Mastering Engineering over the past four years.