## 4 Case Study: NSS Data from a UK University
### Phase 2: Teaching Intervention and Evaluation
#### 4.2.2 Teaching Intervention: Design and Implementation  
Our analysis revealed that some issues in student feedback required additional action (e.g., enrichment of module content by including more practical tasks, more frequent checkpoints, feedback, etc.), while others required only amendments or a new delivery approach (e.g., a better communication or clearer explanation). As a result, we propose the actions shown in Table 2.  
The actions (in Table 2) aim to address all the issues identified by the text-mining method. While Table 3 shows detail description of top ten issues, Table 4 provides a detailed overview of how each identified issue.  
Furthermore, four modules were selected for implementation. The intervention was conducted during the subsequent academic year:  
* Module A, Level 5: 54 students.
* Module B, Level 5: 4 students.
* Module C, Level 6: 49 students.
* Module D, Level 6: 35 students.  
The selection criteria were that the modules at both levels should cover all the student pathways and have more than 30 students. It should be noted that Module B, when it was too late to arrange another, enrolled only four students (because the module choice event was held after the study had been designed). The three other modules were able to cover all pathways.  
\begin{table}
\begin{tabular}{c c c} \hline \hline  & **Action** & **When** \\ \hline A1 & An introduction session to the module schedule and timetable & Week 1 \\ \hline A2 & Display timetable and key date on a separate page on Blackboard & All weeks \\ \hline A3 & An introductory session to explain how the module is linked to the other modules in & \\  & the pathway and how it contributes to students’ careers & Week 1 \\ \hline A4 & A walk through to the Blackboard area and module handbook & Week 1 \\ \hline A5 & Detailed explanation of assignment, how it will be assessed, and how the feedback & \\  & will be provided & \\ \hline A6 & Embed real-life examples into lectures & Lecture \\ \hline A7 & Link assignments to real-life scenarios & Coursework \\ \hline A8 & Embed gamification into lectures & Lecture \\ \hline A9 & Display the tutor’s contact method and time on Blackboard homepage and cover & All weeks \\  & page of each lecture note & \\ \hline A10 & Try to identify and resolve students’ queries and issues within the tutorial session & All weeks \\ \hline A11 & Emphasis how email communication works and promote face-to-face appointments & \\  & with students & \\ \hline A12 & Check students’ progress on coursework and provide oral feedback and suggestions & \\  & to improve & \\ \hline A13 & Provide a provisional mark to students’ coursework drafts by referring to the & \\  & marking criteria & \\ \hline \hline \end{tabular}
\end{table}
Table 2: Actions to improve student experience.  
\begin{table}
\begin{tabular}{c c} \hline \hline \multicolumn{1}{c}{**Issue Code**} & **Description** \\ \hline I1 & Timetable and schedule are not clear \\ \hline I2 & Assessment date and submission deadline confusion \\ \hline I3 & Assessment criteria to be made clearer \\ \hline I4 & Content to be made more interesting and stimulating \\ \hline I5 & Lack of practical tasks \\ \hline I6 & How to apply skills learnt into practice \\ \hline I7 & Timely feedback to be provided \\ \hline I8 & Feedback not helpful \\ \hline I9 & Ability to contact tutor \\ \hline I10 & Staff email response \\ \hline \hline \end{tabular}
\end{table}
Table 3: Issue code (I1–I10) and description.