Abstract

From scientific research it is known that feedback from students to lecturers can positively influence teaching and learning in higher education. This involves both responses concerning the quality of teaching and to the own learning process. In lessons with a large number of students it appears to be challenging to realize such kind of interaction in oral way with all students in class. One possible way is to use online feedback-systems. Through this, all students have the opportunity to express their opinion, requests or problems concerning the lecture in anonymous way any time. Furthermore, it allows discussing the results together in class. The paper deals with the issue of student feedback in higher education and presents an online feedback-system and its integration into the teaching process. In addition, the paper shows some empirical based experiences made with the feedback-system in three courses in a German University of Applied Sciences. It becomes visible that feedback-systems have the potential to improve the quality of teaching and make learning more interactive and student-oriented.

Highlights

  • It is known from scientific research that feedback plays a key role in learning success (Hattie & Timperley, 2007; Sambell, 2011)

  • For the lecturer, it is important to receive feedback from students to both constantly improve the quality of teaching and to assess the current understanding of students (Bergstrom, Karahalios & Harris, 2011; Powney & Hall, 1998; Ghilay & Ghilay, 2015)

  • Karahalios & Harris (2011) suggest that this is because students “often avoid volunteering information due to evaluation anxiety, a fear of being judged by others for making a mistake or being the focus of attention” (Bergstrom, Karahalios & Harris, 2011, p. 627). This is the case when giving feedback concerning the quality of teaching and in giving feedback to the own learning process, for example understanding barriers

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Summary

Introduction

It is known from scientific research that feedback plays a key role in learning success (Hattie & Timperley, 2007; Sambell, 2011) This is why many studies focus on giving feedback to students. For the lecturer, it is important to receive feedback from students to both constantly improve the quality of teaching and to assess the current understanding of students (Bergstrom, Karahalios & Harris, 2011; Powney & Hall, 1998; Ghilay & Ghilay, 2015) In literature this kind of response is called Learner to Educator Feedback or Student Feedback (Becker & Butler, 2011). Results can be discussed together in class (Bergstrom, Karahalios & Harris, 2011) This type of teaching with online feedback-systems is called Feedback-based Learning (FBL) (Ghilay & Ghilay, 2015). An online feedback-system and its integration in higher education will be presented

Background
Experiences and Evaluation
Qualitative Feedback
Conclusion and Outlook
Full Text
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