E1.1.2

=Formative feedback collected regularly from students regarding the quality and effectiveness of their e-learning experience. =

Evidence
The need for institutions and teachers to solicit and analyse student feedback that is formative, summative, and based on multiple independent and standard evaluations is well acknowledged (Kirkpatrick, 1997; Forsyth et al., 1999; Arreola, 2000; Sherry, 2003; Thompson and Irlene, 2003; Brennan and Williams, 2004). Student feedback is a reliable and important measure of teaching and learning quality that can be used to inform action for improvements; it is also informative for prospective students (Brennan et al., 2003; Richardson, 2005a, 2005b). However, for feedback to be of use for improving teaching and learning it must be understood and acted upon (Kember et al., 2002).

Richardson (2005a) identifies some obvious but key issues for obtaining reliable and useful information: “Feedback should be sought at the level at which one is endeavouring to monitor quality…the focus should be on students’ perceptions of key aspects of teaching or on key aspects of the quality of their programmes…feedback should be collected as soon as possible after the relevant educational activity” (p. 409-10).

Hill et al. (2003) has examined quality in higher education (HE) from the perspective of students. Some of the most influential factors in provision of quality HE were found to be the quality of the lecturer and the student support systems. One concern is that e-learning will detrimentally affect the stimulating environment between lecturer and students (Gibbs 2001). Such fears underscore the importance of obtaining regular feedback on quality from students.

The UKeU failed because there was not a demand for it. The focus on e-learning must not be on what technology can do, but perhaps predominantly on what customers want. Therefore, we must continuously obtain student feedback on e-learning initiatives and courses.

Resources
The Cooke report (HEFCE 2002) sets out the information about quality and standards of learning and teaching that should be collected by higher education institutions. It is important to collect data from students and this needs to be integrated into a regular cycle of analysis, reporting, action and feedback (Harvey 2003). Higher education institutions can collect student views through informal discussions, focus groups, student representation and questionnaires. Importantly this information can be collected at several different levels (institutional, programme, module) for different purposes.

One way to collect evaluation data is to develop a questionnaire based on standards like the Institute of Higher Education Policy (IHEP) guidelines to help identify student perceptions. This can be administered before, during and after a course.

Richardson (2005a) identifies some obvious but key issues for obtaining reliable and useful information: “Feedback should be sought at the level at which one is endeavouring to monitor quality…the focus should be on students’ perceptions of key aspects of teaching or on key aspects of the quality of their programmes…feedback should be collected as soon as possible after the relevant educational activity” (p. 409-10).

Jara & Mellar (2010) analyzes four case studies and determines that quality assurance procedures are failing to gather sufficient information from students. Disaggregated processes, distributed teams, the remoteness of distance students, and the standing of e-courses in institutions was affecting the quality of the feedback process. A wider range of mechanisms of collecting student feedback is recommended, and procedures need to be in place to ensure that collected feedback is acted upon. Course leaders need to explicitly assign responsibility for quality assurance and the monitoring of assurance programmes.

Monash University has a wealth of information about their quality support programmes on their website: http://opq.monash.edu.au/index.html

http://opq.monash.edu.au/cheq/evaluations/

The QAA has guidelines and information regarding feedback from students: http://www.qaa.ac.uk/reviews/institutionalAudit/outcomes/OutcomesStudentRep.asp