Teaching and Learning blog

Using technology to improve teaching and learning is in Pearson’s DNA. As the first major higher education publisher to integrate generative AI study tools into its proprietary academic content, Pearson is excited to be harnessing the power of AI to drive transformative outcomes for learners. We are focused on creating tools that combine the power of AI with trusted Pearson content to provide students with a simplified study experience that delivers on-demand and personalized support whenever and wherever they need it.

In this multi-part blog series, you’ll have a chance to hear more about AI innovations from Pearson team members, faculty, and students who have been involved with the development and rollout of Pearson’s AI-powered study tools.

In the computer science department at Houston Community College, instructors Anci Shah and Suma Roa undertook a transformative journey with Revel.

In 2019, Suma initiated a pilot of Revel. Impressed by the platform’s digital narrative, online homework features, and diverse resources, Suma shared her enthusiasm with her colleagues, prompting the department chair Anci to consider Revel's adoption.

Revel promotes active learning

The student learning experience was a key consideration for Anci and her department committee. They saw that, as the number of online courses being created at Houston Community College increased, Revel's interactivity would prove vital to enabling students in those courses to succeed.

"The concepts are kept to a minimum, and the readings aren't too long, and then there are all those little checks in there,” says Anci. “My students have commented on how helpful that has been."

Suma echoes this sentiment, praising the variety of practical features in Revel that help promote active learning, including built-in search, note taking, and flashcard functionalities.

Revel adapts to students’ needs

Another important factor for the committee was finding a courseware solution that could meet each student wherever they are in their learning journey. They appreciated that Revel provided a bridge for students with varying levels of digital literacy to learn the material and stay engaged in their courses.

“I have definitely had a lot of students say that Revel really helped them,” Anci says. "I have received feedback that the animations and videos are what helped them understand the material a lot better.”

Students can test their understanding through quizzes and self-checks in Revel. Suma often advises her students to complete these questions prior to taking assessments because, “they are a good way to gauge their topic mastery and provide ample opportunity for studying."

Revel's accessibility – specifically via the Revel mobile app – impressed students and instructors alike. Suma notes, "They no longer have any excuses that they don't have their textbook because they always have their phones.”

Revel makes course administration easier

The committee also assessed Revel based on LMS integration and publisher support.

"The grades in Revel are incorporated into our LMS very easily,” says Suma. “We can incorporate them with the click of a button, so that's been very, very helpful." Indeed, she and her colleagues found that integrating Revel into Houston Community College’s existing learning management system helped streamline various administrative processes.

Overall, Revel surpassed the computer science department’s expectations, leading to its adoption for the courses Program Fundamentals 1, 2, and 3.

When asked whether she would recommend Revel to other instructors, Anci says definitely and references the overarching goal of Revel: student success.

“If you are looking at one book versus another, Revel is the one that has all the animations and embedded assessments to help students. Why would you not choose it?” she says. “We just want our students to be successful, and Revel can help.”

Revel is the clear choice for students and instructors

Revel was purposely built for students and instructors. The platform has emerged as a catalyst for transformative education, enriching the experiences of computer programming students at Houston Community College and setting a standard for comprehensive, engaging learning.

Read more about Dr. Anci Shah and Dr. Suma Roa’s experience with Revel in the full instructor spotlight.

What can Revel do for you and your students? Learn more about Revel.

What course(s) do/did you teach and where?

I taught “Introduction to Molecules, Cells, & Development” at the College of William & Mary for many years and currently teach an upper division molecular genetics course and lab, along with an advanced seminar course on nuclear structure and gene activity.

What is a challenge that you’re currently facing in the classroom? How did/do you try to overcome this challenge?

Many students tend to immediately go to the internet when they are struggling with a concept, rather than using their textbook or other assigned readings as a resource. Negative impressions about textbooks being “boring” or “not helpful” seem to be established in high school and linger on throughout college.

When I taught introductory biology using Biological Science, the way I tried to overcome this challenge was to frequently point out to students in class how Biological Science tells an exciting story in each chapter, with an emphasis on the process of scientific discovery. I also made a point to highlight all the special student-focused, interactive features of the textbook that help them learn to think like biologists, provide opportunities for practice, and offer strategies for success.

What is the biggest lesson you’ve learned in the past few years regarding teaching biology?

As a scientist engaged in curiosity-driven, basic biomedical research that is far-removed from clinical application, I would have to say that I am fundamentally fascinated by all aspects of biology, whether they are directly relevant to my life or not.

The biggest lesson I’ve learned in the past few years is that students today, more than ever before, want to understand the relevance of course content to their lives. I strive even harder now to make links to current events and topics that resonate with students, such as making connections that highlight how understanding fundamental molecular and cellular processes has led to advances in biotechnology, treating human diseases, and understanding the potential impacts of climate change on human health.

What is one best practice that you use that you think works well and you would want to share with others, whether it's in a classroom setting, working in groups, or working one-on-one with a new teaching technology?

The best practice that I think works well to foster an inclusive environment in my classroom is that I use a variety of modalities to deliver content and conduct assessments, even in a large class.

I use PowerPoint lectures supplemented with videos, assigned readings in a textbook or from the primary literature, in-class group work on case study worksheets, short-answer exams that are based on a study guide made available before the exam, and a primary literature-based written assignment.

Within this suite of content-delivery and assessment modes, if students put in the effort, there is room for success across a diversity of learning styles and backgrounds.

What are you most proud of in your career?

In both the classroom and my research lab, I am proud of my success in cultivating talent and providing encouragement and opportunities for all biologists in the making, without arbitrary filters such as skin color, ethnicity, gender identity, or neurodiversity, to name but a few.

In your opinion, what is higher education going to look like in the next two to three years?

I think there will be an even greater emphasis on hands-on learning and developing specific practical skills that convey to the job market or better prepare students for post-graduate study.

The 8th Edition of Biological Science is being released this year. What excites you the most about this revision?

I am most excited about the addition of the Human Angle feature. It’s so important for students to feel a sense of belonging in biology and to discover the many diverse careers that are possible with a degree in biology. Flipping through the textbook and seeing photos of a diverse group of people whose careers employ biology concepts and/or skills featured in the textbook brings biology to life.

Think about your first teaching experience in higher education.

What was it like? Did you feel prepared to address your students’ learning needs?

“In higher education, we aren’t necessarily taught how to be teachers,” says Anakira Gabriela, a tenured instructor and Pearson representative. “Most of us were thrown out there with, ‘Okay, you know your discipline. Now go teach that.’”

But managing learning objectives, assessment design, lesson planning, and individual student intervention is difficult for experienced instructors, let alone new ones.

That’s where the right courseware can help. In a recent webinar, Anakira explains how Revel gives instructors the content and information they need to help their students thrive. She describes how she uses Revel to help students understand who they are as learners and to provide them with more targeted feedback and assistance.

Content that facilitates learning

No two brains learn alike.

A student’s genetics, environment, and current emotional state all play a role in how they process information, meaning that instructors must consider the impact of neurodiversity when designing and delivering their courses.

As Anakira points out, “If a student doesn't feel safe in their environment, if they don't feel like their needs are being listened to or accommodated, then they tend to start to shut down to the learning process itself.”

That’s why she begins her courses by helping students understand how they learn best, and showing them how the content in Revel can support their learning style.

She uses the example of reading a book on how to work out versus actually going for a workout to demonstrate the difference between passive learning (e.g. just reading a textbook) and active learning (e.g. interacting with multimedia content within courseware).

“Stagnant reading from print is one of the least effective ways to learn,” says Anakira. “Many students need the auditory stimulation of embedded videos or the audio version. And they need that kinesthetic experience of interacting with the content.”

Throughout the webinar, Anakira also discusses how instructors can use Revel to facilitate spaced practice, combat the fluency illusion, and more.

Actionable information and feedback

Giving regular formative assessments and providing meaningful feedback is one of the most effective methods for helping students understand whether they are on track. But building and grading these types of assessments takes a tremendous amount of time that many instructors don’t have.

Anakira has been able to save a lot of time by using Revel to create, assign, and grade formative assessments.

“One of the things Revel does is it allows you to be the guide on the side instead of the sage on the stage,” says Anakira. “You are there to construct a well-designed course where you are coaching your students through the learning process.”

That coaching is made even more effective because instructors who use Revel have access to in-depth analytics about their students’ progress and performance, allowing them to intervene in a timely and personalized manner.

In the webinar, Anakira offers specific tips for using the feedback and analytics in Revel to enhance students’ learning experiences.

Designed for success

Higher education instructors have an unparalleled depth of knowledge about their fields. The correct courseware can give them the time and energy to design courses that effectively instill that knowledge and a passion for lifelong learning in their students.

“How do teachers want to teach? How do students want to learn?” says Anakira, “That’s how Revel was designed from the get-go.”

Check out Anakira’s on-demand webinar for more in-depth information about transforming teaching and learning with Revel.

Inclusive Access (IA) provides students with a more cost-efficient, success-driven option for obtaining their digital courseware. This program incorporates the cost of their materials directly into their tuition, eliminating the rush to find the funds and correct material for the course at the start of a semester. In addition, it ensures students have their materials from the first day of class, setting them up for success right from the start. Pearson spoke with several people from a variety of roles to get their perspective on IA and how it benefits them, their institutions, faculty, and students.

Michael Shiftlet is the Digital Publishing Coordinator on the Affordability and Access team at The Ohio State University (OSU). In his role he coordinates and facilitates communication between the publishers, faculty, and their registrar for a smooth IA implementation. Beginning in 2017, OSU started a small-scale pilot, delivering 50 Pearson titles to students in one course. They initially worked with instructors whom they knew were enthusiastic about supporting their students, would be open to the program, and had worked on other affordability initiatives prior. After the first semester's success, enrollment in the program slowly grew each semester, until they rolled out the program in Fall 2020.

Sarah Cameron, Textbook Manager at West Chester University (WCU) campus bookstore, oversees the entire textbook department, from print to digital to IA. In 2018, WCU began their pilot of the program, hoping to see benefits for their students, both in cost savings and success with first-day access. Since then, they have slowly been adding more classes, with approximately 75% of the courses now participating in IA.

Pearson also spoke with two instructors in the math department and a bookstore manager from a community college in the Western United States. One of the faculty recognized the value of IA many years ago and has been trying to adopt it at their institution. “Students didn’t have to work so hard to get access codes or to transfer temporary access to permanent access, there was cost savings, and all of that combined with how easily it integrated into Canvas were why I decided to move forward trying to get the permissions we needed.” With eventual approval, and in partnership with the bookstore manager, they decided to start small, piloting IA with two teachers in Fall 2023. They hoped that IA would curb the issue of students entering a course without their course materials, thus unprepared, resulting in falling way behind and potentially not being able to catch up with one instructor saying, “For me it was mostly about pedagogy and actual effectiveness of the classroom with students.” The other primary driver was the hope that it would save their students a significant amount of money.

The program ran as expected, with a few initial hiccups smoothed out along the way, with the intended benefits noted this first semester. Therefore, they are expanding, adding a few more instructors in Spring 2024. “Luckily, the two teachers who were doing the pilot were not only fantastic but one of them, she has been fighting for Inclusive access for a long time. She’s the reason why we have a pilot because I have always said, you need to find a champion in the faculty.”

Cost Savings for Students

Since adopting IA in 2017, OSU is averaging around $7 million dollars per year in savings, with a cumulative total of around $26 million dollars in savings for their students, and an opt-out rate of approximately 0.5%. This cost effectiveness and convenience of course materials being part of the tuition has been appreciated by students, and those without access immediately noticed they were missing out, according to Michael. “Students were actually upset that their class wasn’t using IA. I think that was really the turning point for us and seeing that students were realizing the value of the program and what we were doing as well.”

According to Sarah, WCU has saved their students approximately $4.1 million dollars since adopting IA in 2018. Sarah has noticed how the cost savings of IA is mutually beneficial as it saves students money, but it also brings business into the bookstore, creating profits for the bookstore, and less headache for the students. “This is really helping them come through us and still get that better price. I think it is good for both of us at the same time. I think it simplifies the process for all of us as well.”

During the small initial pilot at the community college, students saved an average of $35 per textbook, and with 95 enrollments, that’s an overall savings of approximately $3,325. On top of these savings, students have also appreciated how simple the process was, “The fee they pay is definitely cheaper than the bookstore price and my students really, really, really like how simple it was with not having to go to purchase an access code separately.”

Day One Access

According to Sarah, faculty at WCU have appreciated the ease of day one access with IA for students, which has led to the vast majority opting to adopt the program for their courses. “With 75% of courses using it, you can tell they love it. They think it’s great that students are getting what they need on the first day of classes. There’s no stress with course materials when it comes to Inclusive Access.”

One of the math instructors found the day one access to course materials curbed students’ excuse of not having the materials to do their homework. It has also led to students getting started off and running, fully prepared right from the start, ensuring no one falls behind as they wait for their finances or materials to show up. “Well, I thought it was great that on day one I could expect them to do their homework rather than waiting a couple days while they got their money together and went to the bookstore and bought their access code, and so on and so forth. From day one, I expect them to do their homework and there’s no reason they can’t.”

Convenience

The comfort of knowing what their tuition fee will be, including the cost of their materials, is a huge relief for students, according to Sarah. It gives them time to plan ahead and prepare instead of scrambling at the start of the semester, which could potentially cause them to fall behind. “They know what they need to pay ahead of time. If they need to save up for it, they can see it a couple months ahead of it. It gives them time to prepare rather than trying to run around and find the best price at a bunch of places. They don’t have to worry about finding their materials. They know they are going to have what they need that first day of class.”

The bookstore manager sees the all-around convenience and benefits for all involved saying, “Honestly, I think for students it’s just convenient, cheaper, and easier. For us, it’s nice to have those guaranteed sales. It’s also nice for the school.”

Building Partnerships

Being part of IA has also increased communication between the bookstore, faculty and students, making it more of a partnership for Sarah. “This has created a lot of relationships with us, the faculty, and the students. We even have a good group of students that will tell us their true opinion of what they think. If they have taken the class, if they need that book. If they think Inclusive Access is best, which most often it is.”

The bookstore manager noted that in addition to the guaranteed sales through the bookstore, a couple benefits are even more fulfilling; the idea that they are helping students and building relationships with faculty. “The overall sense of being able to deliver products to the students for the faculty, which really helps relationship-wise. We make sure the students have what they need from us, when they need it, and make sure they are fully prepared. We are the school’s partner in doing that. We take that pretty seriously. So, when we can provide them with something that makes that whole process easier for them as they are trying to navigate college, which can be very daunting at times, is really nice.”

For Michael, working with Pearson to implement IA has been invaluable. The partnership they have developed right from the beginning has ensured smooth implementation and prompt resolutions. “The team has been good about getting the faculty what they need before the semester, that gap between ordering and the semester starting. I’ve had great experiences with everyone there. The primary reps and those in supporting roles have all been awesome. I’ve really enjoyed working with everyone at Pearson. From day one, the staffing has always been excellent. When I have been in touch with Pearson, resolution is always quick and smooth. I have a great working relationship with the team there.”

1. What course(s) do/did you teach and where?

I teach at the California Polytechnic State University, San Luis Obispo. I mainly teach introductory biology (plant and animal form and function), herpetology, and numerous physiology courses including human anatomy and physiology, environmental physiology, and medical endocrinology.

2. What is a challenge that you’re currently facing in the classroom? How did/do you try to overcome this challenge?

Students are overwhelmed with competing demands for their time, so they will naturally cut back on the time they devote to a class if they can. A major challenge for me is convincing freshmen biology majors that they actually DO need to devote a certain amount of time per week studying in order to do well in the class and be prepared for their next courses. Rather than allow them to cut back on studying only to do poorly on an exam and have to recover from that, I force them to spend time studying, but in meaningful ways that do not constitute busy work. They have two or more assignments per week that ask them basic questions from reading before they come to lecture, then build on the material with application questions after the lecture. The latter questions are similar to exam questions, so they become familiar with my style of questions before the exam. This helps students know what to expect and forces them to spend time studying what is important, thereby guiding inexperienced freshmen into how to study.

3. What is the biggest lesson you’ve learned in the past few years regarding teaching biology?

I’ve learned many, but I will pass on one here that I don’t hear very often. Good teachers are those who are constantly learning. I am always learning about current research (via conferences, journals, and social media), and I have the mindset that I can always improve my teaching and so I always try new things. Instructors who think they have it all figured out are the ones that the students don’t like very much, or the ones who are not very effective. The best instructors (most effective and well-liked) are humble ones who know they can improve and are always looking for new ideas.

4. What is one best practice that you use that you think works well and you would want to share with others, whether it's in a classroom setting, working in groups, or working one-on-one with a new teaching technology?

One of the best things I have ever done is to provide content-related learning objectives for each lecture or unit. I got this idea by co-teaching with my colleague Ed Himelblau. This practice helped in two ways. First, it allowed students to understand what material they are responsible for, preventing them from becoming overwhelmed by reading a textbook chapter with some info that I don’t plan to ask them to learn. Second, it allowed me to skip the simple information to focus on more challenging concepts in lecture, while still signaling to the students that they needed to learn the simple information from the textbook. In other words, I divide labor with the textbook, relying on it for introducing simple concepts, then I introduce challenging ones in lecture, then after lecture the students can read about those challenging concepts in the textbook to solidify details.

5. What are you most proud of in your career?

I am proud of my record of combined excellence in classroom teaching and in mentoring students in research. The students with whom I have worked closely have gone on to do incredible things in biology and medicine. The thousands of students who have taken my classes over the years have learned from me how to think critically so that they can better make decisions about healthcare, parenting, voting, and so many other parts of life where biological issues can play roles.

6. In your opinion, what is higher education going to look like in the next two to three years?

Much will remain constant, but some changes are that online courses will increase in popularity and artificial intelligence will be embraced as a way of writing and learning. Our computer programs will soon help us write using artificial intelligence just as calculators help us add and subtract.

7. The 8th edition of Biological Science is being released this year. What excites you the most about this revision?

I am thrilled that we will have a fully functional etext with in-text links to the wonderful animations and study tools that we have spent so much time developing.

Students don’t know how to study. 

As a former instructor of undergraduate students, I would hear students say they are too busy to study, and when they do study, they aren’t sure what to focus on. Research shows students spend their study time rereading their notes or textbook, highlighting too much, and don’t know what they need to prioritize1. These poor study habits create frustration as students cram for exams but still get low grades. I was left wondering; how can I help make learning more engaging and robust for my students? 

Active learning is an effective and efficient method to remember more. 

Learning science shows that students need more effective strategies to optimize their limited time and keep them engaged during learning2. Active learning practices can make learning dynamic for the student and can promote efficiency in the study session. The term “active learning” comes from the ICAP framework3. In this framework, the level of engagement is categorized based on the level of interaction the student has with the learning material.  

When students are rereading text or listening to lectures without taking notes, they are engaging in passive learning behaviors. Passive learning has the worst outcomes for learning4. Active learning habits – such as outlining key concepts, comparing ideas, generating hypotheses, or reflecting on questions – allow learners to deepen their understanding in a shorter amount of time. Active learning does not mean learners are physically active; rather, learners are actively creating new ideas and connecting to the material in a way that benefits their learning. 

Frequent, shorter study sessions work best. 

Students that regularly engage in active learning while studying outperform those who cram right before the exam5. While last-minute cramming is common, research shows that information is quickly lost soon after a long study session. To avoid the decay in memory, spacing 20–30-minute study sessions across multiple days or weeks can lead to greater memory retention. Essentially, frequent brief exposures to the material can lead to better memory performance on the test, even when the exposures are for shorter durations of time.  

Instructors can help students set up a schedule to study and break up homework into smaller chunks. 

Students need support in active learning. 

Students need guidance to stop passively learning and use more active practices. Instructors can teach students the benefits of active learning and integrate opportunities for it in the classroom. Here are a few ways you as an instructor can encourage your students to be active learners. 

Walk students through features that enable active learning. 
Take some class time to show students how to use all the available digital learning tools, such as highlighting, flashcards, and quizzing. These eText features are easy to use and have been built to promote active learning. 

Create opportunities for reflective thinking. 
Active learning practices can be embedded into the course's structure by assigning opportunities to reflect. Activities that prompt active thinking can happen both in and out of the classroom. Discussion boards asking students to challenge a topic, assigning students to instruct others on a topic, or creating a visualization that structures a topic are all examples of ways to prompt active learning. 

Demonstrate how to take notes and study. 
Leading by example can be the best way to change behavior. By providing an outline or talking about what to focus on while studying, instructors can curb students from wasting time rereading. Students should have a clear understanding of what is most relevant to prepare them for an exam. 

Encourage frequent testing. 
Practice makes perfect. Therefore, regular low-stakes test sessions can help students gain exposure to the material and testing experience before taking a high-stakes exam. Regular testing can also guide students to know exactly what they are struggling with. Offer students frequent opportunities to quiz themselves on the material and provide clear feedback to help them know what to study next. 

Promote collaboration. 
Research shows that students learn best in a community, and learning from peers can save time for the instructor. AI tutors can also answer questions and prompt students to engage in active learning practices. 

Signs that your students are studying effectively 

Ensuring students are using the best study habits can be tricky. You can ensure your students are being productive outside of the classroom by looking for a few signs. According to the ICAP framework, students that are actively learning can: 

• ask insightful questions 
• discuss, challenge, and debate 
• instruct others 
• draw connections between concepts 

Integrating active learning in your course 

When I was looking for ways to get my students engaged and promote better study habits, I found that educational tools like digital flashcards and collaborative notetaking prompted more active thinking. Pearson offers a dynamic learning experience built to help students engage in active learning. Together, we can help students leverage the benefits of digital tools for learning. 

Jerilin Morris, Blackboard Administrator at The Christ College of Nursing and Health Sciences (TCC), and Paula Lee, LMS System Administrator at Lee College, both work with their bookstore and Pearson to integrate courseware into their institution’s Learning Management System (LMS), currently Blackboard. Jerilin has been the Blackboard Administrator at TCC for 10 years, while Paula has been the System Administrator at Lee College her entire 16 years there. Both of their responsibilities include ensuring the integration between the courseware and their LMS in the instructors’ courses are working appropriately. They attend to any issues and answer any questions that may arise from both instructors and students based on the integration process.  

Integration with Pearson 

LMS administrators have experience with a variety of publisher’s integration capabilities. Oftentimes the beginning of the semester can pose an issue when it comes to integration as students have to access their course materials through their LMS, which can be confusing for some students. With Pearson, Jerilin sees how much smoother it is during those first weeks of the semester saying, “The LMS integration with Pearson is basically seamless. For instance, students were having issues with a previous math product and every semester I just dreaded the first week because students would need so much help. I haven’t had any of those issues since we switched to Pearson.”  

In addition, Jerilin sees the value of LMS integration for students’ useability as it is less cumbersome and creates an intuitive way to access course materials. “It’s seamless for students. There are just too many clicks on different products. Without even realizing it, they’ve crossed a bridge between two different software products. Things really got easier for students when they got that single sign on and then all their material is just right there.”  

Access Pearson’s LMS integration allows for grade synching and assignment linking, direct from courseware into the LMS system. Paula feels this ease of use and set up is helpful for instructors. “The flow of the LMS integration with Pearson is good. It is simple to set up. The flow of grades syncing back up and setting up the links is straight forward, which is nice.” Jerilin agrees this process is beneficial saying, “The Pearson content is so specific that it’s a perfect fit for our courses. The integration is a much smoother process with Pearson and the grades synch automatically.” 

It’s the season of love, and at Pearson, there’s nothing we love more than helping students succeed. This Valentine’s Day, we asked students how Pearson helps them in their courses, and we’re excited to share the love!

Features and tools

From the convenience and accessibility, to the interactive and engaging features and tools, MyLab and Mastering have become the study buddies that students adore. Over 90% of students agree that Pearson helps them come to class better prepared and ready to learn. With personalization features that help students pinpoint their strengths and weaknesses, what’s not to love? One of the most popular features is the ‘Help Me Solve This’ tool in MyLab, which walks students through problems step by step. One student says, “I love the feature, it allows me to get my questions answered without having to be in person!” It’s important that students can work their way through problems they don’t understand without having to wait for extra help.

Whether it’s built-in homework help or premade practice quizzes and flash cards, Pearson is always ready to help students save time studying. MyLab and Mastering cater to each individual student, helping them understand where they’re struggling or excelling in real time, “MyLab and Mastering are especially useful for topics that I may not be so strong in, as they give little reminders and tips to study specific problems.” says one student. When students are able to break down exactly what sections and problem types they struggle with the most, they don’t have to struggle looking for ways to fill the gap. Pearson is already there to guide them in the right direction. It’s a match made in academic heaven!

Studying, reading, and homework, wherever you are

Pearson makes it easy for students to stay on top of their assignments with the flexibility and accessibility that allows students to take their courses with them. On commutes students listen to the audio of their textbook or catch up on studying with their P+ app. “Pearson gives me the flexibility to have easy access wherever I am” says one student, “I can use it across multiple devices.” And with features like embedded videos, study tools, and interactive problems, 80% of students agree that Pearson products are more engaging than a traditional textbook. The convenience and ease of use MyLab and Mastering provide help students stay on top of their assignments. Students find they’re more organized when they use Pearson in their courses with one student saying “it’s so easy to navigate and it helps me stay on schedule and makes me more efficient when studying.” With the right tools, everyone has the opportunity to thrive in their courses, and at Pearson we love that we’re able to provide those tools.

MyLab and Mastering are designed to meet students where they are, whether that’s physically on the go, or academically in class. Our tools and features help move students along in their courses without feeling like they’re being left behind. Over 77% of students recognize that MyLab and Mastering play a huge role in helping them sustain engagement within course materials, and many students use Pearson to help understand in class lectures better.

Thanks for the LOVE!

We love to hear from students, and we’re so proud to be able to spread that love this Valentine’s Day! And we LOVE to be able to partner with students to provide purpose-built learning platforms that help them achieve their academic goals. Happy Valentine’s Day!