Lecturer Feedback Research Articles

‘Pretty Lights’ and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems

University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student–lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student–lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have been using electronic voting systems (EVS) to enliven the classroom and enable large numbers of students to respond to questions in real time during class. In this paper, we present an evaluation case study, based on student perceptions, of the impact of EVS use on student learning and engagement. The results show that majority of students are hugely positive about the usefulness and overall advantageousness of EVS use in classes. Results also show that EVS use does increase the likelihood of students participating and engaging in class, as even students who do not view EVS as being particularly useful stated that they are more likely to participate in classes where EVS are used than otherwise. However, there seems to be no correlation between EVS use and improvement (or otherwise) in student grades.

Enhancing the Clinical Reasoning Skills of Music Therapy Students through Problem Based Learning

Development of music therapy student clinical reasoning skills is important to ensure ethical and effective therapeutic practice. This action research project sought to evaluate a problem based learning activity with students in their first year of clinical training with an emphasis on developing clinical reasoning skills. Qualitative and quantitative data were sourced from entry and exit surveys, student assessment tasks, and lecturer feedback. Trustworthiness and reflections on the intervention and results were enhanced through discussion with other academics. Results indicate that students were better able to justify clinical decisions, source appropriate literature to support and check decisions, and felt more confident and competent in making clinical decisions. Further research into what constitutes effective lecturer feedback is needed in future studies.

Preservice early childhood students’ perceptions of written feedback on their essays

Lecturer feedback on students’ essays is important to the quality of the experience students have at university (Norton & Norton, 2001). The aim of the present study was to investigate whether early childhood students at one university actually read lecturer feedback on their essays and, if they did, what they found helpful and not helpful to their learning. Feedback was defined as ‘giving students information on how well or how poorly they are doing in their academic work’ (Hounsell, 1987, p. 109). Using the Vygotskian concept of learning as a socially shared activity, qualitative data were collected from second‐year students from a four‐year early childhood degree programme via an anonymous survey and four focus groups. Major findings were that, in contrast with studies of students in other programmes, early childhood students read lecturer feedback on their essays and used feedback that was detailed and explanatory as a learning tool. Types of feedback students found to be most and least useful were identified.

The 'Mini-Viva' as a Tool to Enhance Assessment for Learning

This paper reports on an action research project which aimed to promote assessment for learning within a summative assignment. In an attempt to provide enhanced feedback to students, the process of their group assignment involved lecturer feedback at various stages. A particular focus was on a 'mini-viva', whereby students explained and justified to the lecturer selected aspects of their assignment after it was submitted but before a mark was awarded. Oral and written evaluation data were collected from students, two peer observers and from colleagues taking part in an action research team. Some implications for 'good assessment practices' are discussed.