In this video, Dr Nicki Newman of Sheffield Management School shares her experience of using digital simulation MyMarketingExperience to teach undergraduate and postgraduate students, and to increase student engagement and satisfaction.
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In this video, Dr Nicki Newman of Sheffield Management School shares her experience of using digital simulation MyMarketingExperience to teach undergraduate and postgraduate students, and to increase student engagement and satisfaction.Read more
In this video, a marketing teacher from the University of Sheffield shares her views after piloting Revel with a cohort of 286 non-specialists in marketing, of which 50% were international and 50% home students.Read more
Download a case study on the outcomes of using Learning Catalytics in a qualitative discipline at the University of Hertfordshire.Read more
Download a case study on the outcomes of using Mastering Engineering to a Fundamental Statics and Stress module run by Catherine Dobson at the University of Hull.Read more
The University of Southampton used Mastering A&P to enhance and supplement teaching and encourage independent, self-directed learning.Read more
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
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%.
Halit Gonenc, University of Groningen, Netherlands (MyFinanceLab)
The number of low performers was lower than in the corresponding exams a year ago.
Jouko Karjalainen, Aalto University, Finland (MasteringPhysics)