Student engagement and success
When students can get help with the background they need, they spend more time on the work that counts, and the quality shows.
Advanced and postgraduate modules assume background knowledge that students don't always have. Lecturers can't reteach the methods in class without losing time for the main content, so students arrive at assignments underprepared.
How it works
- 1
Build tutors on the background
Lecturers build tutors on the methods and concepts students need, from their own material.
- 2
Students learn at their own pace
Students work through the background whenever they need it, and the tutor asks questions instead of giving answers.
- 3
See the link to the work
Insights show who is using it and how, so lecturers can see how engagement relates to assignment quality.
- 4
Build it into the course
Once the link is clear, lecturers can give the work a formal place in the module.
Built with
More use cases
- Gateway module support at scaleWeekly practice and feedback for large first-year modules
- The weekly learning loopSet up, complete, review the gaps, teach the gaps
- Modern assessmentPaper tests, marked against the memo in days
- Augmenting educatorsLecturers build more, and mark consistently
- Embedded tutoringTutors that answer from your own sources
- From faculty pilot to operational rolloutStart with modules, then scale to the faculty
Which module would your educators point to first?
Start with one module and a baseline. We'll show you the change before you expand.