Abstract
This study uses formal and informal student feedback as a source for understanding the impact of experimental course elements. Responses were used to develop a codebook, which was then applied to the entire dataset. The results inform our understanding of student’s conceptions of professional identity, learning styles and curriculum design. The study found that professional identity (both their own and peers/instructors) is a lens through which students view course content and structure. In turn, this study found that this lens was useful in understanding feedback related to curricular content and structure. It also found that the coding process provided a mechanism to explore student learning style preferences even though students rarely overtly statements regarding their learning styles. The study generated a coding framework that can be applied to a wide range student feedback and used this framework to bring together formal (e.g. end of term) and informal (e.g. recurring weekly but unstructured) feedback.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.