The student experience of student-to-teacher feedback (original) (raw)
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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.
Student engagement and the role of feedback in learning
Using an historical approach the intention of this paper is to identify from the literature better practice in feedback. Assessment is an essential element in the learning cycle, and is central to an understanding of how learning outcomes are achieved. It is through their assessments that we come to know our students, if our teaching has been successful and plays a significant role in determining the students' success. However, unlike the teaching process, assessment does not have the same dialogic element that learning and teaching now has. While feedback is a key element in formative assessment, we do not know how our feedback is understood by the learner, or what meaning they make of it. What makes good feedback, and how do we ensure that learners can understand and act upon it? The current language of learning and teaching is underscored with the concept of student engagement with the curriculum. However, the language of assessment often remains in the realm of judgement and the way it is conveyed is clearly in the transmission model of teaching where rigidity, standards and rules stand in place of dialogue, flexibility and learner centeredness.
Feedback in Higher and Professional Education
Feedback in Higher and Professional Education, 2012
This useful book is a compilation of relatively short but well referenced articles on different aspects of feedback in higher and professional education. The book has a strongly international feel with contributors from a number of countries, in particular Australia and Canada, most of whom are from a Medical or Medical Educational background, with some notable contributors from Education. The book covers theoretical and practical issues and provides an interesting and fresh take on a subject which has become high on the agenda of many HEIs recently. The introductory chapter by David Boud and Elizabeth Molloy succinctly states some of the key issues with feedback. The authors emphasise that the suggestions in the book are not designed to take up more of busy academics' time, but rather to provide fresh perspectives, and the reader is motivated to explore further. The chapter takes a student-oriented perspective and looks at the whole feedback process: "For feedback to be effective, attention needs to be focused more on what occurs before the generation of comments and what occurs afterwards" and they advocate embedding feedback in the whole module design process, rather than considering it separately. The chapter lists a number of problems with feedback, for example staff and students' perception of what feedback is, the impact of feedback on students' performance, the time-consuming task of providing feedback and the judgemental aspects of feedback. Finally this chapter provides the authors' definition of feedback:
Engaging Students: Student Preferences for Feedback
… . Proceedings HERDSA 2008, 2008
The provision of effective and high quality feedback has been identified as a key element of quality teaching, particularly for its role in engaging students. Rowe and Wood (2008b) developed a survey to explore student perceptions and preferences for feedback. The survey was distributed to a large cohort of undergraduate and postgraduate students at two Australian universities. The authors identified two feedback preference dimensions, which appeared to reflect two learning approaches, 'surface' and 'deep' as conceptualised by Biggs (2003) and others. Demographic variables were found to be poor predictors of student preferences for feedback. Surprisingly, one quarter of students surveyed said that they received none or rarely received any feedback. This suggests much improvement is needed in the provision of feedback; however, it may be that students sometimes fail to recognise feedback when they receive it. Results indicate that students want more engagement from teaching staff; specifically they want the provision of feedback to be made more personalised.
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.
Feedback Effectiveness in Higher Education: Utilizing Students’ Feedback to foster Teaching and Learning , 2023
Feedback is considered a corrective communication tool shaping individual and institutional outcomes. It leverages understanding the tasks and goals of the engaged individuals. Using students' feedback in higher education is crucial for high teaching performance. Professors' ability to utilize students' feedback is a motivational tool for teaching efficiency and institutional effectiveness. Institutional use of students' feedback deepens students' engagement and embraces a studentcentered institutional approach. This article aims to discover and illustrate how feedback is viewed and expressed in higher education settings to examine the manipulative methods to foster classroom teaching and used managerial approaches. It highlights the factors shaping students' perceptions regarding their performance and the performance of their professors. It addresses the researched factors shaping the institutional use of receiving feedback from students. It also identifies some research-based strategies to properly use students' feedback for the betterment of the institution and students.
2011
This case study reports on a recent module evaluation of the Engaging and Enhancing Student Learning (EESL) module. This module forms part of the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford and is offered mainly to new academics and other professionals who support learning. The EESL module aims to introduce participants to teaching and learning in HE, and is aligned with the UK Professional Standards Framework (UK PSF). It is delivered over 10 weeks, including eight face-to-face workshops and two online weekly seminars. Active, collaborative and technology-enhanced learning are coupled with more creative and experimental approaches. The development of reflective skills is enabled through peer, mentor and tutor observations and feedback conversations and reflective accounts. Participants are invited to experiment in a safe environment and within a learning community with ideas and concepts, to challenge their own beliefs linked to teaching and l...
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...
ENGAGING LEARNERS IN THEIR STUDIES VIA FEEDBACK
ABSTRACT This paper is intended to provide insights on giving feedback that will ensure that the student will be engaged in their studies. Feedback should be given from lecturer to student and vice versa. A good feedback should encourage a student to be an independent learner, critical thinker, and quality graduates. Other than that, a university should have their own expectations and policy implemented or articulated correctly across all levels.