Are history students satisfied with contact time?
Largely no. In our analysis of National Student Survey (NSS) comments, the contact time category captures a consistently negative view of taught hours across UK higher education, with a sentiment index of -26.8 from 2,260 comments. Within history’s wider disciplinary grouping (historical, philosophical and religious studies), the tone is even lower at -33.0. Yet within history overall, student feedback trends more positive on many aspects (51.9% Positive), which sharpens the contrast: strong teaching and content sit alongside dissatisfaction with how much time and access students can rely on. These sector patterns shape the experiences that follow and point toward practical fixes universities adopt.
Why does contact time shape history students’ learning?
Students link the quality and reliability of time with staff to understanding, engagement and progression. Drawing on NSS open-text and text analytics, we analyse what they say about contact and how it shapes learning in a discussion‑heavy subject. When contact is scarce or unpredictable, students feel less supported and struggle to test interpretations and methods with tutors and peers; when it is well structured, motivation and achievement rise.
Where do history students experience insufficient contact hours?
Students describe limited face‑to‑face interactions that restrict debate, clarification and continuity of learning. They also report fewer opportunities to build relationships with peers and mentors. Programmes can respond by protecting timetables: make the timetable a promise (track delivered versus planned weekly), introduce a no‑surprises window for changes (for example, 72 hours), and auto‑schedule replacements when sessions are cancelled. Where live contact cannot be guaranteed, provide accessible alternatives such as recordings or repeat seminars within the same week.
Do students see teaching time as poor value for fees?
Some cohorts judge taught time against fees and perceive poor value when teaching is thin or inconsistent. Transparent dialogue about what is delivered helps. Publish planned contact hours per module, set out the balance between scheduled teaching and guided independent study, and show how seminars, staff access and library use combine to deliver learning. Where gaps appear, enhance the quality of contact through structured seminars, problem‑based tasks and timely feedback.
How does weak structure and timetabling constrain learning?
Unclear scheduling and limited contact make it harder to plan independent study or prepare for discussions and assessments. Standardise staff office hours, surface them in calendars, and keep them predictable. If adjustments are unavoidable, use accessible alternatives and a simple, visible change log. These steps reduce missed learning and anxiety while improving preparedness for seminars and assessments.
What enhanced academic support do students ask for?
Students request more tutorials, small‑group discussions and personalised feedback to navigate complex sources, methods and historiography. Increasing structured opportunities to ask questions and test arguments enhances confidence and progression. Teams can pilot additional office hours at peak assessment periods, provide annotated exemplars aligned to marking criteria, and make feedback clinics part of the module rhythm.
How did online delivery change the contact students value?
During the pandemic, students found that virtual delivery often removed the live debate central to studying history. They value scheduled live discussions, dialogic activities and consistent virtual office hours that enable immediate clarification. Where online remains part of delivery, prioritise interaction over content push, and timebox sessions so that students can plan around other commitments.
How does reduced in-person interaction affect wellbeing?
Reduced contact can heighten loneliness and stress, especially when students cannot test ideas with peers or access prompt guidance. Structured opportunities to connect help: timetable peer‑learning, keep forums and office hours active, and ensure easy access to pastoral and academic skills support. These actions support wellbeing and academic performance together.
Where do expectations and reality diverge?
Students often expect regular, deep interactions that mirror programme descriptions and open day narratives. When teaching time proves thinner or more volatile, satisfaction drops. Disruption from industrial action can sharpen this effect; in the history dataset, comments about strike action carry a sentiment of -63.1. Setting expectations early, showing delivered versus planned hours and publishing catch‑up arrangements reduces the gap.
What should universities do next?
Act on what students repeatedly tell us. Protect the timetable and make access predictable; provide accessible alternatives when live teaching moves. Align tutorials, seminars and feedback with published marking criteria and assessment briefs. Monitor changes with quick pulse checks after disrupted weeks, track the top causes of lost contact (late changes, rooming, staff availability) and publish fixes. These steps improve both perceived value and actual learning.
How Student Voice Analytics helps you
- Analyse sentiment on contact time over multiple years, and drill down to history by cohort, campus or module to target where reliability gaps are widest.
- Benchmark like‑for‑like against peers by CAH code and student characteristics to prioritise where disabled students or particular groups experience bigger gaps.
- Export concise, anonymised summaries for programme and timetabling teams, showing delivered versus planned themes, failure modes and quick wins.
- Evidence change over time through repeat measures, supporting NSS action plans and TEF (Teaching Excellence Framework) narratives with robust student‑voice data.
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See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and NSS requirements.
- All-comment coverage with HE-tuned taxonomy and sentiment.
- Versioned outputs with TEF-ready governance packs.
- Benchmarks and BI-ready exports for boards and Senate.
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