Revel pilot in Social Psychology, University of Iceland
We asked educator Harpa Lind Jónsdóttir (University of Iceland) about her experience using Revel as a teaching tool in the two-semester, Social Psychology course.
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What students say about Revel Programming Python, University of Tromsø, Norway
We asked the students at the University of Tromsø, Norway, who use Revel® as part of their course (Introduction to Python Programming) what they think of the interactive learning platform.
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MyLab Math & MyLab Economics experience, Copenhagen Business School
Leslie Christensen, Teaching Associate Professor at the Copenhagen Business School, shares his experience and advice on using MyLab®Math and MyLab®Economics to support and upgrade the knowledge and learning skills of the first-year students.
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Student feedback on MyLab Finance
A recent survey amongst students at the University of Gothenburg, School of Business, Economics and Law, showed that they found the immediate feedback function the most valued feature of MyLab Finance.
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Encouraging students to practice with MyLab Finance
Jianhua Zhang, Senior Lecturer of Finance at the University of Gothenburg, School of Business, Economics and Law, has been using MyLab® Finance with his students for the past eight years. He chose to use MyLab Finance mainly to give students more opportunities for practice during the semester.
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Increasing student engagement with MyLab Statistics
Jelena Dorčić, Senior Assistant of the University of Rijeka, Faculty of Tourism and Hospitality Management used MyLab® Statistics in a first-year Statistics course for the first time.
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MyMarketingExperience: adding a valuable teaching tool to the classroom
MyMarketingExperience is an engaging simulation set in the jeanswear industry. It allows marketing students playing in teams to analyse the changing marketplace, set strategies for their company, take tactical actions and compete against each other in fun yet challenging settings.
Ivana First Komen, an associate professor at the University of Rijeka, has utilised Pearson’s MyMarketingExperience within the Faculty of Economics and Business since 2017. She has been pleased with her experience, finding benefits for both herself and her students. She found that the quality of students’ observations and comments improved with the use of the simulation, and students gave the feedback that they learned more about the marketing process with the help of the simulation in comparison to classical courses.
She also found that students:
• Were motivated to spend a lot of time within the simulation and think about the interrelatedness of the decisions within and outside of the scope of marketing
• Studied the market process in a fun, engaging way
• Realised the importance of understanding target customers for overall business success
What students say
"We get set homework every week. For me the benefit of MyMathLab is actually working through the examples that we've been taught in class. That's how I learn maths."
- Llinos Owen, student, Engineering Maths, University of Liverpool, UK (MyMathLab)
"I just wanted to let you know how helpful the Mastering Biology is! It makes me study better, almost forces me to it! And it is a perfect combination between pictures, videos and text. It's genius!"
- Renee Bakkemo, student, University of Essex (MasteringBiology)
"It is like having a teacher by your side, you learn it a lot quicker than usual homework!"
- Jannick Mikkelsen, student, Copenhagen Business School, Denmark (MyEconLab)
"[MyFinanceLab is] like a personal tutor laying the path toward your learning finance."
- Fredrik Hannfors, student, Stockholm School of Economics, Sweden (MyFinanceLab)
What educators say
"What really helped was that fact that [MasteringEngineering] was online, available 24/7. That really helped; students these days want to decide when they study. That's when we really saw our pass rates go up."
- Gillian Saunders, lecturer, Delft University of Technology, Netherlands, using MasteringEngineering with Hibbeler: Statics (MasteringEngineering)
"The average mark is approximately 10% higher than it was previously. Furthermore, the failure rate has decreased significantly - from 32% to 5-14% in recent years."
- Marion Birch and Niels Walet, Manchester University (MasteringPhysics)
"Since I've been using it my pass rates have gone up - the first year I used the system it was quite striking."
- Carrie Rutherford, London South Bank University, UK (MyMathLab)
"Results show that these students performed on average 10% better on the final exam."
- Matthew Olczak, Aston University, UK (MyEconLab)
"The percentage of students who passed the course increased from 55% to 80%."
- Carrie Rutherford, London South Bank University, UK (MyMathLab)
"The number of low performers was lower than in the corresponding exams a year ago."
- Jouko Karjalainen, Aalto University, Finland (MasteringPhysics)