L9 4 2

=Feedback collected regularly from students regarding the effectiveness of the timetables and deadlines. =

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).

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.

Foltynek & Motycka (2009) describe student feedback at Mendel University. They note that information suggests that students devote significantly less time to the studies than they should. This suggests that time management and time use advice needs to be taught to students in ongoing fashion. The authors note that with e-learning the logging of all activities and their time consumption may actually be possible. This could be done for monitoring purposes.