Meeting the Needs of Diverse Learners through Adaptive Digital Support
Contextual Background:
One of the key challenges I face in the Digital Communication module is the varying proficiency levels in Adobe software among students. Some students grasp digital tools quickly or even has experience of using them, while others struggle with basic navigation and workflow efficiency. This skill gap creates difficulties, particularly when students transition from instructor-led demonstrations to independent work on technical drawings.
Another recurring challenge is late arrivals, which disrupt the session flow. Even though handouts are available on Moodle, some students still find it difficult to follow up without direct demonstrations. As a result, I often have to repeat instructions and provide one-on-one support, which takes additional time and may limit engagement for the rest of the class.
Evaluation – Evidence:
While the current handouts provide structured guidance, however, not all students find them effective. Some struggle to absorb information that is strongly technical from text alone, while others prefer visual learning. Research suggests that multimedia resources, especially instructional videos, significantly improve engagement, participation, and memory retention. According to Obagah & Brisibe (2017), their study on architecture students found that video-based learning increased attention span, reduced distractions, and encouraged more interactive classroom discussions.
Integrating video tutorials on essential tools and session recaps would help students who struggle with software skills while allowing more advanced students to work at a higher level. It doesn’t make sense to expect all students to work at the same pace or skill level—what really matters is that they reach the learning outcomes in a way that suits their abilities. This means creating a more flexible structure where students engage at different levels but still meet the same core objectives.
This idea aligns with Biggs & Tang’s (2011) concept of phenomenography, which states that “the learner’s perspective determines what is learned, not necessarily what the teacher intends should be learned” (p. 22-23). From this perspective, students process information differently, so offering a mix of text-based, visual, and interactive resources makes learning more accessible and effective for everyone.
Another major advantage of this approach is that it creates a structured and efficient learning process for late arrivals. Instead of disrupting the session to repeat instructions, students can use on-demand video resources to catch up independently, ensuring that everyone—regardless of attendance or skill level—has the support they need to succeed.
Moving Forward:
Current example Handout:
To better support students’ learning, I plan to enhance the handout by making the learning objectives and outcomes clearer and integrating instructional videos that cover essential skills. These videos will outline key learning outcomes, ensuring that students understand the fundamental tools needed to achieve their project goals.
At the end of each video, an advanced tools section will be included, offering step-by-step guidance on more complex techniques. This will encourage students to explore further, apply their skills more creatively, and push their work to a higher level.
To ensure continuous access to support, I will also:
– Add the 1-to-1 support session booking link so students can easily reach out for extra help.
– Provide structured troubleshooting guidance for common Adobe software challenges, enabling students to resolve issues independently.
By implementing these changes, I aim to reduce in-class repetition by offering accessible self-learning materials, this approach will also support diverse learning styles, including visual, auditory, and self-paces learners.
Additionally, these materials will help late-arriving students catch up independently, ensuring that they can follow along without disrupting the flow of live sessions. Most importantly, this strategy will contribute to a more inclusive learning environment, making it easier for students to access one-on-one support whenever needed, ensuring that every learner, regardless of their pace or prior experience, has the tools and guidance to achieve their learning objectives.
Reference:
John Biggs and Catherine Tang (2011) Teaching for Quality Learning at University. 4th edn. McGraw-Hill Education.
Ramota Ruth Obagah and Warebi Gabriel Brisibe (2017) ‘The effectiveness of instructional videos in enhancing learning experience of architecture students in design and drawing courses: A case study of Rivers State University, Port-Harcourt. International Journal of Education and Research’, International Journal of Education and Research, 5(11). Available at: https://www.ijern.com/journal/2017/November-2017/04.pdf (Accessed: 3 March 2025).