S5.4.4

=Feedback collected regularly from students regarding the effectiveness of teaching staff in using e-learning technologies and pedagogies. =

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
http://opq.monash.edu.au/index.html

http://www.qaa.ac.uk/reviews/institutionalAudit/outcomes/OutcomesStudentRep.asp