• MyLab Finance: University of Gothenburg

    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.

  • A group of business students sitting round a table to discuss a document

    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

     

  • Group of students studying together in the library

    MyLab Accounting trial at Copenhagen Business School

    Copenhagen Business School in Denmark strives to challenge students and give them the experience of doing more than a general business school student. 77 Business and Sociology second-year students participated in this case review of MyLab Accounting. These students were not from a degree with a focus on accounting.

  • Blended learning for the future

    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.

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)