Teaching and Learning blog

As an instructor, shouldn’t you have the flexibility, ease, and control to customize your own courses? That’s what MyLab^® from Pearson offers as a teaching and learning platform. It’s purpose-built to help advance the way you teach through a robust set of features while transforming the way students learn.

Yet, with so many available features and so little downtime, it can become quite challenging to stay apprised of lesser-known or newer features, many that help you better engage with students, improve your pedagogy, and drive academic success for all students. That’s why we’re here to help.

We've compiled a list of the top six MyLab features we suggest incorporating to level up your MyLab course, boost student success, and maximize your time in the classroom.

6 MyLab features you can start leveraging today —

Freehand Grader

Freehand Grader enables you to gain deeper insight into your students’ thinking with Freehand Grader. This new assignment type creates an authentic assessment experience for both instructors and students.

With Freehand Grader, your students can upload their hand-written assignments, illustrate their thought processes, and receive meaningful feedback on their approach. Because it's not simply about how they arrived at the answer but the process.

Dynamic Study Modules

Dynamic Study Modules help your students stay on track and achieve a higher level of subject-matter mastery. Each module poses a series of questions about a course topic that adapts to each student's performance and offers personalized, targeted feedback to help reinforce their mastery.

With real-time feedback on their performance, you can adjust your lectures to meet learners where they are and where they’re headed. In addition, students can use their computers or learn on the go with the MyLab app. Available for select titles.

Pre-built Courses and Assignments

Pre-built Courses and Assignments ease your workload, save time, and increase efficiency with MyLab’s pre-built courses and assignments. Each course has a foundation of interactive course-specific content — by authors who are experts in their field — to tailor and adapt as you see fit.

Now, whether building your course from scratch or leaning on our pre-built collection, your lessons are in your control.

Early Alerts

Early Alerts help you identify students who may be struggling or falling behind in your course sooner with Early Alerts. This feature leverages an algorithm within MyLab that projects risk levels, and alerts you when a student may be falling behind.

With these insights, you can intervene, provide support, and help keep students on track to complete the course.

Learning Catalytics

Learning Catalytics help to increase student engagement and enhance their learning in the classroom. This interactive student response tool allows you to deploy questions and surveys, and assess student comprehension. It also equips you with real-time data to help adjust your instructional strategy on the fly.

Plus, Learning Catalytics automatically groups students for discussion, team-based learning, and peer-to-peer learning.

Pearson+

Together, MyLab and Pearson+ give your students an all-in-one learning experience. Pearson+ powers your course eTextbook, which can be accessed directly in your MyLab course. You and your students can dive right into the course eTextbook — take notes, make highlights, and review flashcards — and even listen to your book at home or on the go with the Pearson+ mobile app.

Whether a novice or a MyLab expert, you’ll find much more to benefit and learn from with this teaching and learning platform — one that advances the way you teach and transforms the way learners learn.

See for yourself just how purpose-built MyLab truly is. Learn more about MyLab.

The COVID-19 pandemic in early 2020 revealed challenges for students and teachers worldwide. By the end of the 2021 school year, students in K-12 were months behind in math and reading. Students and teachers had faced changes in schedules, new teachers midyear, internet challenges, and Zoom exhaustion.

These changes forced a sudden change in traditional teaching and learning styles. The digital transformation in education advanced exponentially, creating new opportunities for students to learn through video rather than solely for gaming.

The value of video

Teachers learned how to use videos to keep their students engaged. Video provides the much-needed flexibility and personalization to individualize learning experiences for specific student needs. Students benefit by watching at their own pace, anywhere, anytime, allowing them to stop, rewind, and play again to meet their needs.

Video is everywhere. With more than a billion hours of video footage viewed on YouTube every day,¹ it is a medium that most students are both familiar and comfortable with. The question is not whether to use videos in higher education, but how to use them to improve learner outcomes.There is plenty of research that touches on the role of video in learning, and there are even some studies that specifically examine the different ways of using video in university or college courses.

After reviewing and analyzing this research, we’re confident that most higher education courses could improve learner outcomes by supplementing instruction and other learning content with relevant educational videos.

Here are three reasons why.

1. Students want to learn from videos

Video is part of higher education even when it’s not officially part of the learning experience. Some higher education students prefer videos to written sources and many will seek out subject-related videos on YouTube, even when they’re not assigned.

In a survey of hundreds of business students:

• 71% said they used YouTube as part of their academic learning
• 70.5% believed they could learn a lot about a subject by watching related videos instead of reading a book²

In a 2020 study, a group of higher education students was given 30 minutes of online research time to learn enough about a topic to write a brief summary. On average, the students spent 8.5 of their 30 minutes watching videos. Only 15.7% of the students watched no videos at all.³

Studies also seem to show that the appeal of video is not limited to particular subjects or learning preferences.⁴ Whatever the course, and whatever the makeup of the student body, including videos can engage students in learning.

2. Supplemental videos improve learning

Videos clearly appeal to students, but do they actually help them learn? When combined with other learning methods, there is evidence that they can.

A 2021 study looked at different ways of using videos in higher education courses. The researchers found that pivoting the course to video — dropping existing teaching methods and having students watch videos instead — did improve learning somewhat.

But the biggest improvements came when video was added to the existing course content, rather than replacing it.⁵

This may be because adding video gives students more ways to understand the content. If the learning didn’t take hold from a lecture or a written text, maybe it would from a video. Whereas when video replaced other methods, if a student didn’t grasp the content from the video, they had no alternative ways in.

3. Videos can directly affect learning

Does including videos improve learning by making the course more engaging, or do the videos themselves help improve learning? Understanding this helps determine the best types of video to include in higher education courses.

A 2014 study experimented with integrating different types of videos into lectures. When the videos were mainly entertaining, students’ motivation and engagement improved. Higher motivation and engagement are associated with better learning outcomes.

But when the videos were mainly educational and directly relevant to the lecture topic, students performed better on post-lecture quizzes than those who attended a lecture without videos.⁶

This shows that while videos can affect learning by engaging students, they can also have a direct effect on students’ knowledge.

Improving learning for students at all experience levels

To summarize, based on a range of studies:

• higher education courses should include videos
• videos should supplement, not replace, existing course content and instruction
  
• videos should be educational in nature and directly relevant to the subject

When videos are integrated into higher education courses in this way, students — whatever their previous academic history — are more likely to outperform their predicted grades.⁷

Once, students looking to supplement their knowledge of a topic had to rely on the limited selection of books in their college library. Today, college students have nearly unlimited information at their fingertips. But does more information always equal better learning?

A number of recent research studies suggest that in fact, providing students with a more limited set of high-quality resources chosen specifically for the course can lead to better outcomes than when students supplement their knowledge using the internet. Importantly, it may also help to level out inequities in the learning environment.

It’s true that there is a large amount of high quality information available online, on nearly every topic imaginable. It’s also true that searching, assessing, filtering, and making use of online resources are valuable 21st-century skills. So it’s understandable when higher education courses call for students to look online for sources to cite, or to supplement their knowledge of the course subject.

But that’s just the thing: finding information online and judging its reliability are skills in themselves. This complicates learning, because:

• not all students in the course will have those skills to the same degree
• they’re not usually the skills the course is teaching (or assessing)

Reliable, or just familiar?

As you may expect from a group of people who have largely grown up with the internet, higher education students know that not everything they find online is reliable. They do think about the origins of the information they find, and judge whether they are credible.

However, students don’t always know how to make these kinds of judgments accurately.

In one 2020 study, higher education students were provided with several items from different sources and prompted to write about the items’ perspectives. More than 2 in 5 of the students (41%) assumed that certain items were credible because they recognized the source.¹ They thought they were judging the reliability of the information, but were really rating the familiarity of the sources.

Another study, also published in 2020, asked economics students to use a search engine to investigate the truth of several claims. Again, these students ended up relying heavily on sites they were familiar with, rather than truly valid or reliable sources. Perhaps unsurprisingly, one of their most cited sources was Wikipedia.²

Of course, not all students make the same mistakes. For example, a 2017 study found that students who score higher for reading comprehension are also more likely to find relevant, valid results when using search engines.³ Students with previous experience of searching for academic sources may also be more accurate judges of the information they find.

But this presents another challenge to learning. It means that in courses that ask students to supplement their subject knowledge by searching the internet, those with lower reading comprehension and less academic experience are at an unfair disadvantage.

Best use of effort

Even with sophisticated search engines, sifting the vast quantities of information on the internet for relevant sources takes time and effort. So does assessing the reliability of each source.

These activities also add to students’ cognitive load: the amount of brainpower needed to complete a task.

Students’ time, effort, and cognitive load are all finite resources. What they expend on finding and assessing sources, they aren’t using to actually increase their knowledge.

All of this means that providing students with a hand-picked suite of high quality resources, chosen specifically for the course, is better for learning than leaving them to find their own online.

Providing learning resources as part of the course levels the playing field. Students with different levels of reading comprehension and academic experience will all have equally valid, reliable materials to learn from.

And because students tend to trust material provided as part of the course, they won’t use up time, effort, or cognitive load gauging whether the material is reliable.

All in one

This isn’t a call to send students back to the college library. Even if the world wide web isn’t the best environment for learning, there are still clear benefits to digital learning.

In fact, digital platforms allow us to free up even more of students’ cognitive load for learning: by providing suites of reliable resources under the same roof as learning and assessment.

_____________________________________

This is the thinking behind Pearson+. No switching, searching, or wondering where to look. Everything needed for the course, all in one place – leading to better, more equitable outcomes for all.

Sources

¹ Banerjee, Zlatkin-Troitschanskaia, & Roeper, 2020

² Nagel et al., 2020

³ Hahnel et al., 2017

As educators, one of the biggest issues we have recently had to tackle in our classrooms is the increase in academic misconduct. At our college, there was a 703% increase in academic misconduct reports from Winter 2020 to Winter 2021. Additionally, there has been a tremendous rise in ed tech companies that flourished during the pandemic. We feel like every time we look in the app store, a new “math solver” app appears. As educators, we can’t even keep up!

In a presentation with Pearson Senior Learning Designer Dr. Elaine W. Tan we discussed specific strategies to be proactive with students about academic integrity. One of those strategies was to introduce academic integrity at the beginning of the term. This proactive approach from day 1 has really made a difference in our classes. In this post, we will go into more specifics.

Define academic misconduct in your syllabus

It’s important to define different forms of cheating and why they’re problematic. It’s equally important to state the value of academic integrity for learning. Many students might not see a given behavior as cheating until you tell them. In fact, in a College Pulse study¹, students were asked how acceptable or unacceptable it is to Google homework questions to find the answers and use study websites to find answers to test or homework questions. Over 50% of the respondents said it was acceptable to Google homework questions and 44% said it was acceptable to use study websites to find answers to test or homework questions.

A syllabus statement about academic integrity, including a link to your institution’s student code of conduct, is an important first step to making sure your students are all on the same page. See the wording that we include in our syllabus.

Discuss academic integrity early

Dr. Tan’s research² found that most students don’t find cheating a problem, with only 15% saying they are very or extremely concerned about contract cheating. This may be because instructor’s aren’t talking about it. Only 1 in 5 students had instructors that discussed that cheating was problematic. Those are alarming statistics, and a good reason why it’s so important to begin the conversation early.

One way to begin that conversation is by setting aside time in the first two weeks of class to show them a video covering academic integrity. Presented in an engaging way, a video like this gets the students’ attention and is more effective than lecturing them. You can also find a math-specific academic integrity video in the MyLab^® Math shell for our textbooks Precalculus: A Right Triangle Approach, 5th Edition & Precalculus: A Unit Circle Approach, 4th Edition.

Build connections with students

More findings from Dr. Tan’s research show that one of the reasons students turn to academic dishonesty is because they feel a lack of personal connection, or a sense that instructors don’t know or care about them. This can be especially true with online learning and the isolation brought on by disruptions to learning over the last few years. We can address this proactively by creating a connection within the first days of class.

Something we started doing this past year is having a required 10-minute one-on-one meeting with each student within the first two weeks of the term. Within that meeting, we communicate to them that we are invested in their success and how the course material can help them achieve their real-life goals. We also talk about academic integrity with them. Get the template email we send out to our classes.

Set clear, specific instructions

Have clear and specific rules and instructions for assignments and exams so students know what is ok to use and what is not. This even comes down to stating “you cannot use the solve feature on the calculator to get the answer.”

One of the things we do is use an exam policy checklist that students have to complete before they’re able to take their test. This checklist states which resources are allowed and which are not, links to the student code of conduct, and clearly lays out the consequences for an academic misconduct violation. View our exam policy checklist.

By bringing in these strategies at the beginning of the term, we have found that the number of academic misconduct issues in our courses has decreased dramatically. Although academic dishonesty may never fully go away, it is important to talk about and provide students with the education to improve their actions.

Dive deeper

Watch the full presentation, Proactive and Positive Ways to Engage Students about Academic Integrity.

Get sample documents for communicating with your students about academic dishonesty

Sources

1. Academic Integrity. (2021). College Pulse.

2. Bakken, S., Tan, E. W. & Wood, A. (2021). A Research Review on Student Cheating. Pearson Learning & Research Design.

Many of you may be experiencing those end-of-term emotions ranging from relief to exhaustion. On top of all the final grades and last-minute faculty duties, it’s time to think about the next term’s classes, whether that’s a short summer session or getting a jump on Fall class designs.

Course review

If you’re a Revel^® user, I suggest you examine your aggregate class data from the easy-to-access dashboard view before automatically copying the current course into the next term’s course shells. The dashboard view gives you a wealth of actionable data.

The Revel dashboard is a completely different tool for analytics than I have ever used in terms of providing numbers that reflect what was working and what needed improvement. The data helped to inform my decisions about the efficacy of the current course and implied changes I could make to the current design to increase students’ engagement and content proficiency next term. Let’s walk through what I found most helpful.

Educator Dashboard insights

The Revel Educator Dashboard provides a great deal of information in the following areas:

• aggregated class data for a view of overall performance
• score details to see class performance on each type of assessment assigned
• struggling and low performing student gauges for quick identification and communication
• assignments with due dates as well as additional details, including challenging items
• settings tab showing assessment types and ways to improve the course design

Assessment data

When reviewing the assessment data, I ask myself if there are any settings or scoring policies that I might change to increase both engagement and comprehension.

The view score details section provides aggregate scores for students on each type of assessment assigned, allowing me to note assessment types that received low scores. This can indicate a lack of understanding or a lack of participation. By drilling into the details of some assessment types within the assignment view of the grades section, I might see a lack of participation rather than low scores. This could indicate I should assign greater value for these types of assessments if I feel they are sound activities for students to become proficient with the content.

Increasing the weight of certain assessments might incentivize students to complete them. Or, by allowing fewer attempts for the Revel module or chapter quizzes, students may be less likely to complete the quizzes without fully understanding the concepts they should have read before taking the quiz.

You might choose to exclude certain types of assessments next term if you feel the value is less than you wish for students to expend energy and time completing. In that manner, you might increase compliance on the assessments you feel are more robust in helping students acquire the knowledge needed to become proficient in your courses’ required outcomes.

I acted weekly based on the struggling and low activity student gauges by sending a brief email to those students and it made a dramatic difference in my classes, both face to face and online. For three years I conducted my own efficacy study by examining the effect of using this intervention strategy with my low-performing students. I opened the dashboard view early Monday mornings after the Sunday due dates and dropped each student an email stating I noticed they were having some issues in completing their work in Revel the previous week. I would tell them to contact me if I could be of assistance with anything.

This simple, very quick intervention was so telling during COVID-19 when students would email me back and share things like they had little connectivity at home with four siblings using the same Wi-Fi, or they had lost their homes and were in the process of moving. Issues that I had no ability to resolve yet tugged at my heart. However, I could put skin on the computer by letting my students know I cared and connected with their struggles. Even if the student was simply slacking, they knew I was an active presence in the online classroom. We know from research on distance learning that human connections between students and teachers, and between peers, are often the variable that increases persistence to completion.

Over our three years of COVID-19 I have seen an increase of slightly more than 25% retention in my online classes and 13% in my face-to-face classes. Apparently, being engaged with the content outside of class was equally important as in-class presence.

Deeper course analysis

The next question I pose for myself relates to what I can change or renew for even greater success next term.

When you scroll beneath the dashboard to the assignments and you see challenging items, this means there are questions on the quizzes that many of your students did not answer correctly on the first quiz attempt. This could indicate the concept is difficult to grasp by simply reading the material.

When you dig deeper, you can see the exact question/concept where students struggled. This information has prompted me to add some of my own content to the Revel material to increase students' understanding. For instance, with psychology, operant and classical conditioning are concepts often confusing for intro to psych students. I have added material in my LMS, class, or Revel by using the highlighting and sharing a note feature to increase students’ understanding of that difficult concept.

I also like to look at overall trends in the term by scanning the dates, the scores, and the participation. This can inform me about seasonal changes in students’ performance such as midterm slump, spring break fever, or those times in any of our terms where students’ performance historically declines.

Student engagement tactics

Interventions to increase student engagement might include reducing the number of assessments or using more active engagement assessments, such as asking students to present or to work collaboratively to engage them more fully.

If you go to the resources tab and open your book, you can select the section you found of challenging items. Highlight that section, add a note or even a URL to create an active link in your students’ notes. You could add a TED talk, or, as I did with my psychology students, a link to YouTube of The Big Bang Theory show where the actors are using operant and classical conditioning to train their significant others. When you share notes like this, the information appears in your students’ notebooks, and they can use your notes as study guides.

Revel offers the right amount of actionable data for me to understand my students’ progress, their engagement, and where they experience challenging concepts. The platform also helps me improve my delivery, increase student success with Revel, and helps students become proficient in the learning outcomes.

There's a well-known quote from Norman Vincent Peale’s famous book, The Power of Positive Thinking, that says, “Our happiness depends on the habit of mind we cultivate.” You’ve likely heard it — or some version of it — numerous times, and the reason for that is because it’s true. And this may be especially true of higher ed environments, where helping students cultivate successful habits and mindsets is top of mind for instructors.

No one embodies this idea more than Dr. Nora Junaid, professor at the Isenberg School of Management at University of Massachusetts Amherst. In fact, everything Nora does seems to radiate positivity, which has been the guiding force behind her success as an instructor & mentor.

Positivity starts with yourself

When Nora joined the Isenberg School in 2016, she was handed two Introduction to Business Information Systems classes, with 220 students each. She got through the first semester without knowing exactly how to approach it.

“I didn’t have a structure, I wasn’t sure about the software, I wasn’t sure about the book, and I didn’t feel that I had a good connection with the students,” she says.

It was clear something needed to change. Nora spent every day of that first holiday break poring over the course, thinking of strategies to reorganize it and coordinate her TAs. By the time break was over, she’d revamped it entirely into something she felt would work much better for everyone, faculty and students alike. When she saw her evaluations after the second semester ended, they were up by at least 30% — a huge jump.

The course quickly became very popular, and more courses were opened to meet demand. What started as two sections with 440 students has become 5 sections with around 900 students enrolled per semester.

Building a positive team...

With such an in-demand course, Nora can’t handle it alone. She manages 25 TAs, each of whom teaches a section, and three PhD students, and they all must be in sync so that every student gets the same positive teaching experience.

Nora is quick to point out that fostering camaraderie, transparency, and positivity among her TAs is important to the success of the course and helps in mentoring and coaching her team. Using weekly meetings, online message chains, and other technology helps them stay on the same page and feel supported without demanding too much of their already busy schedules.

“Most faculty fail to realize that these students have a life, they have courses, they have dissertations. I make sure I show them that I have their backs and that they’re appreciated. It makes them feel a step above being just an undergraduate student and helps them a lot.”

...building a positive community

Creating a positive and supportive environment for 25 TAs is one thing; replicating that for 1,800 students a year takes something entirely different. Nora recognizes the special considerations needed to keep them motivated and engaged.

Going into a lecture with 219 other students can be intimidating, exhausting, and de-motivating. There’s no guarantee the instructor will notice if you’re even there or not. To help build a more connected community, Nora again turned to technology.

She developed her own app, Nora’s Corner, that students can download for free and get insights about everything that’s going on in the course, their TA’s contact information, and an open forum in which they can ask questions anonymously. She also created an Instagram account for the course — @excel.ninja — featuring her and the TAs answering questions & uploading lighthearted but still helpful posts.

“We’re using technology to let students know that ‘Hey, we’re a community, we’ve got you — no one’s going to slip through the cracks.’ It’s a huge motivator for both students and TAs.”

“We are changing students' lives”

“I knew I was onto something,” Nora says. “After that first semester with the revamped course, I realized that being a lecturer was my passion. I didn’t want to apply for assistant professor positions, I just wanted to work on improving as a lecturer."

The thing that really fuels her is seeing learners succeed because of a piece of information she shared or a skill that she taught them. Providing that influence and focusing on how to help students stay positive by using positive teaching strategies is one of her biggest drivers.

“We are changing students’ lives. When they come into the classroom, there’s an ‘a-ha’ moment you can see in their eyes. No amount of research and no paper or journal publication can satisfy an instructor in that way,” she says.

Nora admits that the idea of changing the world by changing students’ mindset sounds like a bit of an exaggeration. But when you're teaching and influencing 900 students a semester, and you can positively affect one thing in their thinking, then the scope of that change becomes very real.

Whether you teach online, in-person, or a hybrid format, you can regularly take the temperature of your class and quickly adjust your teaching strategies based on how your students are learning. Here are five easy techniques we’re using to evaluate our classes throughout each lesson and the entire semester.

Q&A with Student Support Coach Kristina Campbell 

Coaching students isn’t just a job, it’s a two-way bond that helps students focus on their academic goals. It also gives the student support coaches a unique understanding of what students need to complete their online degrees or programs. And it affords institutions the ability to retain students who are tracking toward their goals. Kristina Campbell tells her story as a student support coach below.

What do you enjoy most about coaching students?

For me, it’s being with a student from start to finish. Nothing is more satisfying than being a part of the student’s process and hearing the excitement and joy they have upon their completion of the program. To be part of their celebration of a momentous achievement.

What's it like to have a long-term relationship with a student and watch them succeed?  

Long term relationships are the most rewarding experience of being a coach. They give me a deeper and richer connection with the student. I even love going through those rough stages and gently pushing others when they feel that they can’t continue moving forward.

Recently, I spoke with a student who is in their last semester. They told me that had I not given a gentle nudge the first week of class, they would’ve stopped and never reached their last semester. Students have told me they truly value the role of a coach; they’ve gone through programs before where coaching wasn’t provided and have felt the importance of having one in the programs we provide.

What are 3 characteristics or skills that you need to be an effective coach of adult learners? 

1. Good communication that goes beyond just talking. A coach needs to listen actively, provide helpful responses, and cultivate an atmosphere where students feel comfortable to speak.
2. Empathy to understand that going through an educational program is not an easy feat. Students want to work with someone they believe will try to understand and show they care.
3. Being supportive because everyone wants to be affirmed in their decisions. Coaches are part of the support system for a student.

How do you help students overcome their concerns as they’re working toward their degrees? 

Time management is one of the main concerns I hear from students when starting a program or when the tempo of the program changes due to course load. Students have several constants in their lives that take priority before everything else (i.e., family and work). School is a wonderful variable that they are throwing in the mix.

I try to help students figure out how to balance school, work, home, and life. We work on finding ways to make time for learning, figuring out what needs to be adjusted or omitted in their schedule, and on making time for self-care.

How do you help learners stay engaged with their courses and programs? 

I try to keep learners engaged by calling them regularly, sending emails, and texting. I also send reminders, resources, and any aids or tools I can find regarding their courses.

How do you coordinate with the university to support your students? 

My team has a wonderful relationship with our school partner. We have been able to identify issues and bring them to the institution’s attention as needed.

And, on multiple occasions, I’ve reached out to instructors to advocate or help a student succeed. I had one student who was diagnosed with a severe health condition. They were in the hospital and needed help to get extensions on their work. I was able to connect with the instructor to get resources to help the student complete the course.