D3.2.5

=Student feedback guides e-learning design and (re)development. =

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
There are many methods of obtaining student feedback on e-courses. However, Jara & Mellar (2010) note several barriers to the collection of effective feedback. Their case-study analysis suggests that course teams need to address the quantity and quality of feedback they are gathering. But more importantly the data must be acted upon. Apart from course evaluations, feedback can be obtained through student representation, and through the close relationships of students to online tutors. Online events, online discussion boards, and other similar measures have been implemented with varying success. Jara & Mellar discuss other literature that suggests embedding feedback mechanisms in course activities.

The redesign can even occur in real-time as students provide start of course feedback on learning objectives and their perceived competences. Combs et al. (2008) assesses learning objectives at both the beginning and end of courses by giving students a questionnaire. This provides multiple opportunities for ongoing improvement. It has the advantage of being a common tool but is individualized for each course by using learning objectives. There are five phases: course design, assessment tool pre-course, modified course delivery, assessment tool post-course, enhancements. By getting student feedback on learning objective prior to the start of the course the students’ competence level and ratings of objective importance can be used. These researchers come up with a 2x2 matrix of action to follow the student evaluations.