Student Voice Resources
Jisc Digital Experience Insights: Comment Themes and Categories
The Jisc Digital Experience Insights survey is a sector-wide instrument run by Jisc that captures how students and staff experience the digital environment at their university or college. First piloted in 2016, the survey has collected responses from over 200 organisations and more than 169,000 participants across UK higher and further education. It explores four key aspects of the digital experience: personal technology use, institutional technology provision, technology in learning, and digital skills development.
Below we share our categorisation structure for analysing open-text comments about the student digital experience. While developed alongside the Jisc Digital Insights survey, the structure is designed to work with any digital experience survey, internal technology feedback exercise, or module evaluation that captures student views on digital provision. Whether you run a bespoke institutional survey, use a commercial platform, or collect digital-focused comments through your NSS or module evaluation process, the themes and categories below provide a ready-made framework for consistent, comparable analysis.
The structure encompasses 20 categories under 9 high-level themes, covering digital infrastructure and connectivity, platforms and AI tools, online and blended learning quality, digital skills and navigation, IT support and communications, academic integrity, digital wellbeing and accessibility, the benefits of digital learning, and specific resource requests.
Comments about university WiFi and network connectivity, including signal strength, connection stability, mobile data coverage, eduroam access, and internet availability across campus buildings, lecture theatres, and student accommodation. Includes reports of disconnections, slow speeds, and areas with poor coverage.
Comments about the availability and quality of IT equipment and infrastructure on campus, including computers, printers, scanners, software installations, hardware availability, power sockets in study spaces, and access to specialist equipment. Includes feedback on the condition and reliability of university-provided technology.
Reports of WiFi, connectivity, or technology problems in specific buildings, lecture theatres, seminar rooms, libraries, or study areas on campus. Includes location-specific issues such as poor signal in basements, older buildings, or particular floors, and problems accessing university systems from certain areas.
Comments about the Virtual Learning Environment and other university online platforms, including learning management systems, lecture capture and recording systems, online submission portals, and student information systems. Includes feedback on usability, navigation, reliability, and how well platforms support learning.
Comments about specific digital tools and applications used for learning, including presentation software, note-taking apps, reference managers, citation tools, flashcard applications, collaboration platforms, and productivity software. Includes how students integrate these tools into their study practices.
Comments about the use of artificial intelligence tools for learning, research, and academic work, including AI chatbots, writing assistants, code generation tools, and AI-powered search and summarisation. Includes both positive experiences and concerns about appropriate use in academic contexts.
Comments about the quality and effectiveness of online and remote learning experiences, including pre-recorded lectures, live-streamed sessions, virtual seminars, and online tutorials. Includes feedback on engagement, audio and video quality, interactivity, and how well online delivery supports understanding compared to in-person teaching.
Comments about the mix of online and in-person learning, including hybrid teaching approaches, the balance between face-to-face and digital delivery, flexibility in how content is accessed, and how different learning modes are integrated within modules and programmes.
Comments expressing preferences for different modes of learning, including in-person versus online teaching, traditional methods such as handwritten notes versus digital note-taking, and preferences for specific delivery formats. Includes views on the relative effectiveness of different approaches.
Comments about training, tutorials, and support for using digital tools, software, and university systems, including induction sessions on technology, digital literacy development, confidence with new platforms, and requests for additional guidance on specific tools or systems.
Comments about finding, accessing, and navigating online learning materials, timetables, reading lists, and study resources. Includes feedback on how easy or difficult it is to locate information within university systems, the organisation of digital content, and signposting to resources.
Comments about IT helpdesk and technical support services, including the quality, responsiveness, and accessibility of support when technology problems occur. Includes feedback on self-help resources, online guides, in-person support, and the clarity of troubleshooting information provided.
Comments about digital communication from the university, including emails, notifications, announcements, and updates delivered through apps or online platforms. Includes feedback on the volume, clarity, timing, and usefulness of digital communications, and preferences for communication channels.
Comments about academic integrity in the context of digital and AI tools, including plagiarism detection systems, AI content detectors, concerns about cheating in online assessments, guidance on appropriate use of AI tools, and clarity about academic integrity expectations in digital submissions.
Comments about the impact of digital technology use on physical and mental health, including screen time and eye strain, digital fatigue, distraction and focus issues, the pressure to always be connected, and maintaining a healthy balance between online and offline activities.
Comments about the accessibility of digital tools, platforms, and resources for students with disabilities or additional needs, including screen reader compatibility, captioning and transcripts, adjustable formats, assistive technologies, and how well digital content meets accessibility standards.
Positive comments about the advantages of digital technologies for learning, including flexibility to study anytime and anywhere, convenience of accessing materials remotely, ability to catch up on missed lectures, rewatching content for revision, and having resources organised in one place.
Comments about how digital technologies support self-directed and independent study, including learning at one's own pace, organising notes and materials digitally, using online resources for deeper exploration of topics, and building personalised learning workflows.
Requests for specific digital resources, tools, or improvements to existing systems, including suggestions for new software, video tutorials, step-by-step guides, better integration between platforms, and enhancements to current digital learning provision.
Comments about digital tools for assessment and revision, including online quizzes, practice questions, formative feedback systems, exam preparation resources, and digital submission and marking systems. Includes requests for better revision support through technology.