Improving student engagement and self-regulated learning through technology-enhanced student partnerships

Abstract

Teaching and learning in higher education for the Science, Technology, Engineering and Mathematics disciplines are renowned for their challenges. This paper explores how embedding a personal learning platform (PebblePad) through a Students as Partners initiative has resulted in a higher degree of student engagement in a second-year biochemistry course and unexpected benefits for students based on reflections about their experience. Adopting a digital platform enabled surprisingly honest, uninhibited and extensive student reflections. However, while the coupling of the SaP initiative with educational technology has exceeded expectations, early findings suggest that the process is also contributing to students’ self-regulated learning.