Qualitative Student Feedback Research Articles

Comparative Analysis of Online and Blended Online Learning

Students interaction in the online classroom with instructor is an important consideration in ensuring that students can improve their knowledge and reach a higher level of achievement in engineering courses. This study focuses on fostering student's interaction and improves learning for a course digital image processing offered in a private institution of higher education (HITAM) in Telangana, India. Interactive features includes most important synchronous discussions and polls in scheduled sessions, and which can be achieved via social media tools for sharing of information and resources. Qualitative student feedback was analysed regarding the new way of delivering the course. Findings indicated that students who attended weekly synchronous sessions valued online session as it give them more information about image visual than the traditional class. Problems identified included technical difficulties during synchronous sessions, absenteeism, participation was lacking on the questioning&discussion and inability to attend synchronous sessions due to scheduling of their individual class of interest like GRE etc. In addition, few students made use of the opportunity to interact via social media. While students expressed that the visual components of the course were valuable and helped them in qualifying the Assessments, several areas in which improvement may be made remain. This paper proposes blended online learning as one of the efficient method to improve learning. The analytical result from this study is shown, which is the comparison of online learning and blended online learning.

Toward full student engagement in pre-clerkship training.

to design and deliver practical and interactive sessions, supervised by senior doctors. Topics are selected by the breakfast club team based on the fifth-year curriculum, including important core topics such as sepsis, and those which students find challenging such as managing agitated patients. Teaching methods range from group tutorials and case discussions to practical skill demonstrations and scenarios. Breakfast is provided for everyone. In response to student feedback, the breakfast club now serves all fourth and fifth-year students at this hospital, with an average group size of 16 students. To improve accessibility, a free coach service is provided for students to and from their residential areas. What lessons were learned? The breakfast club is a well-attended, popular education initiative, aiming to augment students’ clinical experience across a range of placements. Students benefit from regular relevant practical learning, with near-peer teaching from doctors who can relate to student learning needs. When foundation doctors discuss cases that they struggled with, reflecting on challenges and learning points, this has proved particularly popular with students. When asked to rate relevance and give an overall evaluation of breakfast club sessions this academic year, students allocated average scores of 4.13 and 4.08 out of 5, respectively. In addition to student feedback, quality is monitored by the senior doctors supervising the sessions. Students have demonstrated a willingness to attend an hour earlier than their allocated placement start time, when offered a learning opportunity that is accessible, consistently relevant, with provision made for transport and food. For this hospital it has been an efficient and cost-effective method of delivering education. In addition, the breakfast club benefits junior doctors, who gain supervised and supported teaching experience, direct supervisor feedback, e-portfolio teaching evidence and collated quantitative and qualitative student feedback. Many junior doctors who initially engaged with medical education through the breakfast club, have become more heavily involved in student education, forming closer links with students on placements and taking a more direct role in student supervision. The Pinderfields breakfast club offers additional learning opportunities for students across fourth and fifth-year clinical placements, is popular with students, and won a Clinical Teaching Excellence Award from the University of Leeds in 2012. This simple and reproducible model has been replicated in several hospitals across Yorkshire. We would encourage all hospitals to explore a similar model to improve their students’ training experience.

Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education

Students in higher education are increasingly asked to give feedback on their education experience, reflecting an increase in the importance attached to that feedback. Existing literature demonstrates that qualitative student feedback is valued and important, yet there has been limited evaluation of the means by which qualitative student feedback is collected, and how collection method influences the depth of feedback from students. We evaluated the depth of feedback written by students on programmes at three different universities in the United Kingdom, using an established evaluation instrument. We found that the use of a structured pro forma (Stop, Start, Continue) was associated with feedback of greater depth than that produced using free text entry. We then evaluated the effect of switching from a free text to a structured pro forma at one institution and found, again, that the structured pro forma was associated with feedback of greater depth. In addition, students indicated a preference for the structured pro forma.

Using a Blended Learning Approach to Simulate the Negotiation of a Multilateral Environmental Agreement

This paper presents the case of a role-play simulation that recreates a recent negotiation of the Convention on Biological Diversity. Using a blended learning approach, our simulated negotiation integrates three educational delivery methods—preparatory learning, face-to-face learning, and online collaborative learning—to recreate the complexity of negotiating global environmental issues. Qualitative student feedback is used to analyze the benefits and challenges of this approach. Our results suggest that blending learning methods within a role-play simulation is an effective strategy to help students appreciate the challenge of achieving consensus among competing interests, understand the pervasive power dynamics that shape political outcomes within the realm of global environmental governance, and hone skills relevant to policy analysis, negotiation, and consensus building.

Developing a Second Life virtual field trip for university students: an action research approach

Background: Integrating 3D virtual world technologies into educational subjects continues to draw the attention of educators and researchers alike. The focus of this study is the use of a virtual world, Second Life, in higher education teaching. In particular, it explores the potential of using a virtual world experience as a learning component situated within a curriculum delivered predominantly through face-to-face teaching methods. Purpose: This paper reports on a research study into the development of a virtual world learning experience designed for marketing students taking a Digital Promotions course. The experience was a field trip into Second Life to allow students to investigate how business branding practices were used for product promotion in this virtual world environment. The paper discusses the issues involved in developing and refining the virtual course component over four semesters. Methods: The study used a pedagogical action research approach, with iterative cycles of development, intervention and evaluation over four semesters. The data analysed were quantitative and qualitative student feedback collected after each field trip as well as lecturer reflections on each cycle. Sample: Small-scale convenience samples of second- and third-year students studying in a Bachelor of Business degree, majoring in marketing, taking the Digital Promotions subject at a metropolitan university in Queensland, Australia participated in the study. The samples included students who had and had not experienced the field trip. The numbers of students taking part in the field trip ranged from 22 to 48 across the four semesters. Findings and Implications: The findings from the four iterations of the action research plan helped identify key considerations for incorporating technologies into learning environments. Feedback and reflections from the students and lecturer suggested that an innovative learning opportunity had been developed. However, pedagogical potential was limited, in part, by technological difficulties and by student perceptions of relevance.

Design and Evaluation of an Instructional Solar Energy Technologies Lab

This paper presents a design for a solar energy lab that allows students to plan, install and evaluate different system architectures and gain relevant practical experiences. The addressed learning outcomes are analyzed based on the 13 learning outcomes defined by the Accreditation Board for Engineering and Technology (ABET) as well as based on the taxonomy levels of the cognitive domain after Bloom. In this paper we present a sample lab assignment and map its tasks to the learning outcomes and cognitive domains. First results of qualitative student feedback are equally presented.

Advanced Communication Skills Cases

OPEN ACCESSSeptember 8, 2011Advanced Communication Skills Cases Sophia Chen, Neil Kothari, MD, Jacqueline Anne Bartlett, MD, Linda Boyd, DO, Kathyann Duncan, MD, Stephanie Prisch, MD Sophia Chen Rutgers New Jersey Medical School Google Scholar More articles by this author , Neil Kothari, MD UMDNJ-New Jersey Medical School Google Scholar More articles by this author , Jacqueline Anne Bartlett, MD UMDNJ-New Jersey Medical School Google Scholar More articles by this author , Linda Boyd, DO Medical College of Georgia Google Scholar More articles by this author , Kathyann Duncan, MD UMDNJ-New Jersey Medical School Google Scholar More articles by this author , Stephanie Prisch, MD Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.8367 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThese problem-based learning (PBL) cases are designed to enhance the communication skills of health care professional students by providing them an opportunity to interact with a standardized patient (SP) on various advanced topics. These cases are intended to build on basic history taking skills that students have already acquired. Topics addressed in the cases include: patient with medically unexplained physical symptoms, facilitating a triadic interview, patient with non-adherence issues, advance directives, sexual history taking, and domestic violence. These scenarios have been used with second-year medical students in a doctoring course. The sessions allow a safe environment for students to practice communication skills on patients with complicated health issues. The interactions with the standardized patients allow for dynamic discussions about different approaches to talking with patients. The students are given immediate feedback on their techniques by the facilitator, colleagues, and the standardized patients. Students who complete these sessions are often more comfortable talking to patients and reflecting on their own experiences. Small-group student evaluations have averaged 4.4 (on a 5-point Likert scale) over the last 3 years. Some qualitative student feedback includes: “The small group cases were fertile learning experiences and I consider the practice I got in role-playing and watching others role play difficult interviewing scenarios to be the most valuable instruction that I've received,” and “Learning to interview patients is a wonderful and essential skill.” Educational Objectives By the end of the module, the learner will be able to: Obtain a detailed medical history, including the sexual history and psychosocial aspects, while expressing empathy and establishing rapport.Develop a diagnostic work-up appropriate for a patient presenting with a vague history.Develop tools for enhancing treatment adherence using the ETHNIC mnemonic.Help patients cope with negative medical outcomes.Recognize their own response to patients who are non-adherent.Utilize new skills in facilitating a triadic interview.Demonstrate the ability to initiate and respond to discussions of advance directives.Demonstrate the ability to discuss domestic violence issues with a patient and develop a support plan. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Marcia Giancomello student pages.doc 1 - Overview of the Advanced Communications Skills Course.doc 5 - SP evaluation.doc 6 - VINDICATE SLEEP.doc 7 - ETHNIC - A framework for culturally competent clinical practice.doc 8 - Sources for Learning Issues in PBL grid.doc Carson Cavanaugh facilitator's guide.doc Carson Cavanaugh SP script.doc Carson Cavanaugh student pages.doc Lynn Jenkins facilitator's guide.doc Lynn Jenkins SP script.doc Lynn Jenkins student pages.doc Marcia Giancomello facilitator's guide.doc Marcia Giancomello SP script.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationChen S, Kothari N, Bartlett JA, Boyd L, Duncan K, Prisch S. Advanced Communication Skills Cases. MedEdPORTAL. 2011;7:8367. https://doi.org/10.15766/mep_2374-8265.8367 Copyright & Permissions© 2011 Chen et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-Share Alike license.KeywordsCommunication SkillsInterpersonal RelationsInterpersonalDoctoringEthicsStandardized PatientSPPBLCommunicationMedicineMedical Education Disclosures None to report. Funding/Support None to report. Loading ...

Effect of Instructor-Personalized Multimedia in the Online Classroom

There is considerable evidence that well-designed multimedia resources can enhance learning outcomes, yet there is little information on the role of multimedia in influencing essential motivational variables, such as student engagement. The current study examines the impact of instructor-personalized multimedia supplements on student engagement in an introductory, college-level online course. A comparison of student engagement between courses that feature increasing numbers of instructor-personalized multimedia components reveals conflicting evidence. While qualitative student feedback indicates enhanced engagement as a function of instructor-generated multimedia supplements, quantitative data reports no significant differences in engagement or learning between the various levels of multimedia inclusion. Findings highlight the complexity surrounding the appropriate use of multimedia within an online course. University policy-makers and instructors are cautioned to examine carefully the cost-benefit ratio of multimedia inclusion for online learning environments.

Objective Structured Clinical Examination and Advanced Practice Nursing Students

Educators, challenged to measure clinical competency impartially in Advanced Health Assessment courses, have used Objective Structured Clinical Examination (OSCE) and standardized patients (SP). Faculty-trained laypersons act as patients (SP) for students in a clinical laboratory setting using a standardized, scripted scenario. Students typically are evaluated during the examination and receive instant feedback from the SP. There has been little evidence that supports this as the best way to measure student's clinical competency. This study's purpose was to compare outcomes of graduate nursing students completing a traditional methods Health Assessment course to those students using OSCE and SPs. Problem-based Learning Theory guided the quasi-experimental study that included 37 students divided into research and control groups. There were statistically significant differences between the two groups for the final practical examination grades, clinical preceptor evaluations, satisfaction scores, and self-evaluations of skills at the course's end. Research group's course scores were higher than the control group. There was no difference between group's self-evaluation for their current assessment skills. This intervention had a positive impact on students' outcomes. Educators should incorporate SPs and OSCE to improve clinical competency scores, course satisfaction, and preceptor evaluations. Future studies should include a longitudinal design and qualitative student feedback.

Teaching Critical Appraisal Skills to Postgraduate, English as a Second Language, Engineering Students

SummaryTeaching engineering students critical appraisal skills that are relevant to their discipline is a key skill for postgraduate study. International English as a second language students, however, may have had limited exposure to critical thinking in their prior learning and may arrive in Australia with approaches that are problematic. Discipline-specific English for Academic Purposes (EAP) courses integrated in the Engineering Curriculum are an ideal, albeit challenging, environment to teach critical thinking and appraisal. This paper describes the development and student evaluation of an Engineering EAP program focussing on teaching critical appraisal to students at Melbourne University. In this paper, I describe teaching and assessment processes and qualitative feedback from an open-ended survey of three semester cohorts of students about the cross-cultural challenges of engaging with critical appraisal. The paper argues that discipline-specific EAP courses are an appropriate place to teach critical appraisal skills and that qualitative student feedback provides a useful complement to program evaluation.

Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program

Teachers' approaches to teaching may influence the way they interpret and respond to student evaluations. In this article we explore the relationship between teachers' approaches to teaching and responses to qualitative student feedback in a problem‐based medical program. We asked all lecturers and theme session presenters in 2003 who had received student feedback comments in the past 2 years (N=121) to complete anonymously the Approaches to Teaching inventory (16 items) and an Approach to Feedback Inventory (14 items). Results were that most teachers report making changes to their teaching in response to students' suggestions at least sometimes. The types of change(s) teachers make are consistent with their approach. Teachers strong on a conceptual‐change student‐focussed (CCSF) approach are more responsive to feedback and positive about strategies for improving their teaching. To encourage teachers to use student feedback as a guide to improving their teaching, institutions may need to provide a systematic program of teacher education that focuses on teachers' conceptions, approaches and supports observation of exemplary practice.

Toward Social Justice

Social work is committed to promoting social justice, inclusion and the empowerment of people. Qualitative research methods offer exciting possibilities for operationalizing this commitment. Drawing predominantly on constructivist and/or critical paradigms for understanding, qualitative research fosters a rebalancing of power within the researcher/researchee relationship and encourages a focus on marginalized understandings and experiences. More than this, it lends itself to an analysis of power. To realize the potential of qualitative research, however, requires more than just developing a knowledge base; it also requires integrating a different way of “being” as a researcher and social worker. Facilitating this learning process with social work students raises interesting challenges and opportunities. The purpose of this paper is to open for discussion ways for teaching qualitative research that allow the iterative, creative, and reflective practices required for effective qualitative research to develop. Drawing on our experiences teaching qualitative research and student feedback accumulated over the past five years, we discuss aspects of the course that have seemingly “worked” and others that have been less effective. The intent is to initiate a discussion around the ethics and pragmatics of teaching qualitative research.