Stress-Free Submissions: How Practice Can Transform Digital Assessments

In today’s digital age, many students face the challenge of mastering unfamiliar digital skills, especially when it comes to submitting assessments online. Providing students with opportunities to practice these tasks not only helps them build confidence but also reduces the stress associated with last-minute technical issues. Hands-on demonstrations and early exposure to digital platforms are essential to ensuring that students can navigate these tools with ease, ultimately enhancing their academic performance.

During a recent committee meeting, Muhammed Hafiz, the Student’s Union VP Education, shared how his tutor, Alfred Akakpo, a Senior Lecturer in Business Analytics, had excelled in supporting students through the digital assessment process. His feedback illustrates how effective tutor engagement and practical demonstrations can positively impact students’ experiences with online submissions. As a representative of the student body, Muhammed provided valuable insight into how this approach significantly boosted his peers’ confidence in using digital tools for their assessments.

Muhammed explained, “Alfred taught us how to use Kaltura Capture to record and upload videos. If I’m not mistaken, he also provided a demo link that allowed us to practice uploading. This was incredibly helpful for us to understand how the app works beforehand.”

From Muhammed’s perspective, here are a few key strategies that tutors can adopt to better support students:

• Tutors should demonstrate how to submit an assessment.
• Clearly communicate the importance of deadlines to students.
• Provide students with opportunities to practice the submission process during class.
• Share a link to guidance that students can follow at their own pace.
• Ensure that this guidance is directly associated with the assessment brief.

Early Communication and Demonstration

Early communication plays a crucial role in reducing stress and anxiety among students. As Muhammed highlighted, “Early communications help a lot. If tutors demonstrate how to submit assessments and communicate the importance of early submission, it helps students reduce their mental pressure.” By proactively showing students how to use these platforms, educators can give them time to familiarise themselves with the tools, which in turn builds their confidence.

Timing of Support Sessions

Muhammed also suggested moving support sessions to around three weeks before the deadline. “Personally, I think if we can move that to around three weeks, it might help and motivate students to start the assessment early,” he proposed. This shift could encourage students to organise their time better and reduce the common last-minute rush, providing more space to focus on the quality of their work.

Creating Demo Videos

In addition to live demonstrations, Alfred provided students with video tutorials that guided them through the submission process. This approach allowed students to practice at their own pace. “The demo link left by Alfred gave us the chance to try beforehand and understand how the app works,” Muhammed remarked. Such resources can significantly enhance students’ comfort with digital tools, especially when included with assessment briefs or accessible via the course platform.

Encouraging Staff to Follow Suit

Alfred’s success in supporting students serves as a model for other staff looking to improve their students’ digital skills. By offering practical, hands-on guidance, tutors can reduce student anxiety and ensure that technical issues do not become barriers to academic success. Muhammed’s feedback highlights how impactful these interventions can be.

Supporting Data and Institutional Strategies

This approach aligns with broader institutional strategies, such as those outlined in the University of Northampton’s Access and Participation Plan. The plan underscores the importance of tailored support to enhance student engagement and success, particularly for those from underrepresented backgrounds. This strategic focus highlights the need for proactive and practical training to address digital skills gaps and ensure equitable access to educational opportunities.

Conclusion

By incorporating strategies like early communication, timely support sessions, and demo videos, tutors can significantly improve students’ ability to handle digital assessments. Muhammed’s experience as a student leader demonstrates the benefits of proactive support from staff like Alfred. This approach not only eases student stress but also equips them with valuable skills for the future. Educators are encouraged to follow Alfred’s example and explore similar methods to ensure their students feel supported and empowered in the digital landscape.

For staff interested in offering this level of support, the Learning Technology team can provide group or one-to-one training. In my experience, such support can greatly reduce student anxiety and is crucial for helping students achieve their best outcomes.