Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Seeing through learners' eyes

623 views

Published on

Presentation given by Michelle Dalton, UCD Library Liaison Librarian, at the first CONUL Annual Conference, Athlone, Ireland, June 3, 2015

Published in: Education
  • Be the first to comment

  • Be the first to like this

Seeing through learners' eyes

  1. 1. Seeing Michelle Dalton / UCD Library @mishdalton Through Learners’ Eyes
  2. 2. Why Student Feedback?
  3. 3. Self- reflection Scholarship Students Peers (Brookfield, 2002)
  4. 4. v a r i a t i o n
  5. 5. c o n s i s t e n c y
  6. 6. Best Practice?
  7. 7. “the less time it takes for a student to complete a survey, the more likely it is they will do so” (Nulty, 2008, p.305)
  8. 8. Quantitative? Collected & analysed more quickly “if all the items require a simple numerical rating then there will probably be less engagement” (Nulty, 2008, p. 305)
  9. 9. Qualitative? “the range of responses and ideas expressed are not limited to those designed by the lecturer” (Surgenor, 2010, [p. 3])
  10. 10. Student Satisfaction? “…is influenced by a wide variety of contextual factors that are not intrinsically related to the quality of teaching” :-( :-/ :-) :-| :-)) (Wiers-Jenssen et al., in Richardson, 2005, p. 403)
  11. 11. Self Rating? “undue modesty” of top performers poor performers often “think they are doing just fine” (Ehrlinger et al., 2008, p. 118)
  12. 12. “participants completing the web-based version left comments that were more than 50% longer” (Heath et al., 2007 p. 260)
  13. 13. “good practice to make feedback questionnaires available in a variety of formats for use by students with disabilities” (Richardson, 2005, p. 406) feedback
  14. 14. In Practice?
  15. 15. as short as possible open-ended & qualitative online (google forms) print (h-form layout) linked with descriptive class data
  16. 16. Positives Overall Rating Suggestions for Improvement Additional Comments 1 2 3 4 5 6 7 8 9 10
  17. 17. Identify & feed back student needs at: Module level Programme level University level not enough time earlier/later in semester more advanced sessions additional topics
  18. 18. T E A C H I N G
  19. 19. L E A R N I N G
  20. 20. thank you @mishdalton michelle.dalton@ucd.ie
  21. 21. References Brookfield, S. D. (2002). Using the Lenses of Critically Reflective Teaching in the Community College Classroom. New Directions for Community Colleges, 2002(118), 31. Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105(1), 98–121. doi:10.1016/j.obhdp.2007.05.002 Heath, N. M., Lawyer, S. R., & Rasmussen, E. B. (2007). Web-Based versus Paper-and-Pencil Course Evaluations. Teaching of Psychology, 34(4), 259–261. doi:10.1080/00986280701700433 Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314. doi:10.1080/02602930701293231 Richardson, J. T. E. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387–415. doi:10.1080/02602930500099193 Surgenor, P. (2010). UCD Teaching & Learning Toolkit, Gathering Feedback 3. Accessed 3rd April 2014 from http://www.ucd.ie/t4cms/UCDTLT0014.pdf.

×