Feedback Effectiveness in Higher Education: Utilizing Students' Feedback to foster Teaching and Learning (original) (raw)
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Student Feedback And Its Impact On Fostering The Quality Of Teaching At The Academia
2017
To be sure about the effective and less effective/ineffective approaches to course instruction, we hold the opinion that the faculty members need regular feedback from their students in order to be aware of how well or unwell their teaching styles have worked when instructing the courses. It can be confirmed without a slightest hesitation that undergraduate students' motivated-ness can be sustained when continually improving the quality of teaching and properly sequencing the academic courses both, in the curricula and timetables. At Estonian Aviation Academy, four different forms of feedback are used: Lecture monitoring, questionnaires for all students, study information system subject monitoring and direct feedback received by the lecturer. Questionnaires for all students are arranged once during a study year and separately for the first year and senior students. The results are discussed in academic departments together with student representatives, analyzed with the teaching...
Feedback Strategies Used by University Instructors in the Classroom Setting
International Journal of English Language Teaching, 2022
This study aims to explore the feedback strategies used by Libyan university instructors in the classroom setting, particularly in the context of teaching English. 35 Libyan instructors from different universities took part in the study. A questionnaire with 32 items was utilized for data collection. The data analysis revealed that providing students with timely feedback was reported to be dominant. It was also found that verbal feedback was the most preferred technique by many instructors. Encouraging students to ask clarification questions to avoid any misunderstanding after offering feedback was another significant result. The data also showed that many instructors didn't feel encouraged to keep a record of their students' achievements. Unexpectedly, most of the participants either never used online feedback or rarely used it.
Towards effective feedback in higher education: bridging theory and practice
Giving feedback is an important skill for lecturers in higher education and has a major influence on the quality of learning . However, it appears that, in its practical application, not all feedback is equally effective. This is a problem which applies to both students and lecturers. In working towards more effective feedback in higher education, Sadler's framework (1983, 1989, 2010) can prove a source of inspiration. Sadler posits three conditions for achieving effective and efficient feedback in classroom practice. The first condition refers to the necessity of drawing up assessment criteria and making sure students are familiar with them. The second condition posits that feedback has to include a comparison between the actual level of the product and the expected level. The last condition suggests that feedback has to include information that can help students to improve assignments. In this article we examine the various forms and conditions of feedback in more depth, with the emphasis on the practical application of theory. We also focus in detail on various aspects of how best to guide and supervise students that have been shown to have an important influence on making feedback more effective. Geyskens, J., Donche, V.
International journal of learning, teaching and educational research/International Journal of learning, teaching and educational research, 2024
This study explores the dynamics of feedback quality from the perspectives of professors and its profound impact on the motivation and engagement of undergraduate students. Drawing upon insights from a diverse group of professors representing 12 different countries, this study employs a meticulously designed qualitative methodology, facilitating a thorough exploration of the connections between feedback processes and student outcomes through an interpretive lens. Notably, our findings emphasize the transformative potential of constructive feedback when supported by contemporary pedagogical approaches. The study reveals the challenges educators face in delivering comprehensive feedback while also highlighting themes such as a commitment to continuous professional development, a preference for face-to-face interactions over technological advancements, and the transformative impact of the feedback process on personal growth. Additionally, the participants' recommendations align with broader pedagogical principles, emphasizing relationship building, perceiving feedback as an opportunity for improvement, fostering accessibility, continuous professional development, and creating psychological safety within the classroom. These recommendations provide practical insights for educators, guiding them to enhance their practices and cultivate supportive learning environments.
Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students
Studies in Educational Evaluation, 2016
This paper draws upon a wider study on assessment in higher education. It focuses on students' perceptions of the effectiveness and relevance of feedback in regard to assessment methods and self-regulation of learning. In total, 605 undergraduates participated in the study from five Portuguese public universities. Data were collected through questionnaires with open and closedended questions. Results revealed that feedback is perceived as more relevant, effective and in a more positive way by students who are assessed by learner-centred methods than by those assessed by traditional methods. Also, participants who are assessed by learner-centred methods or mixed methods perceived feedback as more effective in all phases of self-regulation learning than students who are assessed by traditional methods. Implications of the findings for feedback and assessment in Higher Education are discussed.
What is Effective Feedback? A Comparison of Views of Students and Academics
Journal of Education and Practice, 2021
In recent years the literature regarding feedback has flourished with many researchers exploring the various factors related to student feedback. Researchers have focussed on individual aspects of feedback, such as timing or quality, and mainly explored the views of students to develop ways to increase the student satisfaction. However, with relatively low scores still being achieved through the National Student Survey (NSS), the question 'why are students unhappy with feedback?' still remains. The purpose of this research was to explore the perception of academic staff and students regarding what is effective feedback? A total of 9 students and 10 academics participated for this study. Participants were randomly allocated to either one-to-one interviews or focus groups. All collected data was analysed to highlight common themes between academics and students. The data revealed many inconsistencies in the provision of feedback and highlighted that there is no single factor resulting in student dissatisfaction. Three specific action plans were developed to help address the many contributing factors to students' dissatisfaction with feedback. These action plans will then aim to have a beneficial influence on the student experience and their learning process.
Academic Journal of Social Sciences (AJSS )
Although with the rapid number of increased public and private higher education institutions in Pakistan, today the biggest challenge for stakeholders and the educational institutions is to ensure quality of higher education. The current study was aimed at investigating the influence of student feedback on teaching effectiveness and students’ satisfaction. The research philosophy of this study is positivism and the research design is explanatory design. The research approach is deductive reasoning. The type of investigation is causal study. The population of this study is all engineering universities of Sindh. Sample size was n=1066 collected from undergraduate students of ten public and private institutions in university setting. The unit of analysis for quantitative study is individual university student. The time horizon for this study was cross-sectional. Sampling technique was probability sampling wherein simple random sampling technique was used for data collection. Cronbach ...
Negotiating Feedback: Lecturer Perceptions of Feedback Dissatisfaction (Open Access via link)
Journal for Learning Development in Higher Education, 6, 2013
This paper analyses lecturers' perceptions of feedback provided to university undergraduates and why in many cases it appears to prove so unsatisfactory to students. Recent research into the issue of feedback in higher education suggests that most existing studies on the subject have focused in students, whereas there is far less work on teachers in relation to formative learning. Therefore, in addition to considering the findings of existing literature, this study explores the results of five interviews with HE History lecturers to see how they perceive the issue of student dissatisfaction with feedback.
Student feedback a critical component
Fundamental to any quality model implemented in higher education is the recognition and acceptance of the importance of collecting feedback from students about their study experiences. Supporting this acceptance is a significant body of research which shows a strong correlation between classroom environments, student learning and satisfaction. This paper describes how Monash University, a large Australian internationalised, multi-campus, research-intensive institution that is home to about 56,000 students from over 100 countries has developed a systematic approach to collecting student feedback and how such information provides an inroad to address barriers to learning.
What higher education students do with teacher feedback: Feedback implications
Writing pedagogy research has constantly maintained that feedback is 'an essential component of virtually every model of the writing process' (Hall, 1990: 43) as it motivates writers to improve their next draft. Feedback during the writing process improves not only student attitude to writing but writing performance if students are given unlimited opportunities to respond to teacher feedback and continue writing . Feedback research, therefore, suggests a causal relationship between teacher feedback practices during text production, student attitude and writing performance. However, a four-year longitudinal study conducted at a higher education institution monitoring student perceptions of written feedback on essay drafts found that the impact of feedback practices on writing performance was limited . The article briefly overviews the longitudinal study's findings and then describes a second study conducted at the same institution to pursue research assertions that specific, non-directive and interactive feedback practices have a causal relationship not only with student attitude to writing and writing performance but motivates action to improve writing. The article describes the feedback practices implemented in the second study which students perceived as motivating and improved writing quality though redrafting. Downloaded by [Marcelle Harran] at 03:45 25 June 2015