Abstract
The study introduces a new model for higher education called FBL: Feedback Based Learning. It is intended to inform the lecturers regarding the progress of students through online questionnaires covering the whole course curriculum. Using technology, lecturers can make a diagnosis at the end of each main topic to find out if there are difficulties and who need help. The results are received and displayed in real time, allowing for immediate intervention to perform. Students’ attitudes toward FBL have been examined in three courses based on the new model by asking learners to respond to a questionnaire at the end of each course (n=62). The study reveals that the use of the model significantly improved student learning because it allowed to accurately focus on their difficulties. It was found out that FBL is suitable for a variety of types of content subject courses but it may be particularly appropriate for courses based on a hierarchical structure. In such courses, each subject depends on previous issues and when students accumulate gaps, it may prevent them from understanding the following themes. FBL provides a practical and feasible solution for such cases.
Highlights
The study introduces a new model called FBL: Feedback Based Learning
The study reveals that the use of the model significantly improved student learning because it allowed to accurately focus on their difficulties
It was found out that FBL is suitable for a variety of types of content subject courses but it may be appropriate for courses based on a hierarchical structure
Summary
The study introduces a new model called FBL: Feedback Based Learning. FBL is designed to change the learning process and adapt it to the extent to which students really assimilate what has been learned. This allows students to regularly inform lecturers in real time what was understood and what is still unclear. Lecturers can consistently respond and explain again unclear topics without being dependent on the final exam only. In this way, learning might be improved and academic staff can focus on student difficulties
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