An online discussion between students and teachers: a way forward for meaningful teacher feedback?

Hunukumbure, Agra Dilshani; Horner, Philippa Jane; Fox, Jonathan; Thakerar, Viral

doi:10.1186/s12909-021-02730-8

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…An appreciable number of the participants (42.4 %) regarded their instructor’s feedback on their work and progress as poor. Feedback is an important component of effective learnerning [ 46 ]. Feedback provision supports the opportunity for enhanced academic performance.…”

Section: Discussionmentioning

confidence: 99%

E- Learning experience of the medical profession’s college students during COVID-19 pandemic in Saudi Arabia

Zahrani

Naam²,

AlRabeeah³

et al. 2021

BMC Med Educ

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Background Worldwide, most of educational institutions have moved to online electronic learning methods because of the COVID-19 pandemic. On March 8, 2020, the Saudi Ministry of Education announced remote learning for public and private schools and universities as a preventive and precautionary measure to curb the spread of the coronavirus. The objective of this study was to explore the e-learning experience of the students of the colleges of health sciences with regard to the technical preparedness, academic achievements, e-learning advantages and limitations. A well-structured and validated questionnaire on a five-point Likert scale and open-ended questions about their e-learning experience was distributed to a heterogeneous purposive sample of the health sciences students in Saudi Arabian universities. Results Of the 1288 respondents, of various demographical features a relatively higher proportion of 58.2 % agreed that they had enough information about the online learning. However, the proportion who reported receiving adequate guidance, technical support, and having satisfactory hardware and internet access to online learning were 48.1 %, 42, and 35.4 %, respectively. Of all participants, 40.8 % agreed that they had gained a good understanding of their courses learning outcomes. Only 30.0 % agreed that the quality of the online teaching was similar to traditional classes and 56.1 % agreed that the online learning is unsuitable for the medical sciences studies. E-learning advantages mentioned were the flexible accessibility of the learning materials, time, effort, and money saving, acquiring and improving technical and self-learning skills, health safety, interaction without shyness, and better academic accomplishment. On the other hand, disadvantages and difficulties included inadequate tools to facilitate online learning, poor internet connection, lack of technological skills by the educators and students. In addition, there was inadequate or lack of practical classes, lack of a unified clear policy for the conduct of online classes and exams and grade distribution, limited online exam time. Conclusions The sudden shift to e-learning without prior preparedness has revealed some pitfalls that need to be adjusted. The initial findings were considered satisfactory for such a new experience for both learners and students. However, there is a great chance for improving and expanding the e-learning process.

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Section: Discussionmentioning

confidence: 99%

E- Learning experience of the medical profession’s college students during COVID-19 pandemic in Saudi Arabia

Zahrani

Naam²,

AlRabeeah³

et al. 2021

BMC Med Educ

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“…Successful online teaching depends on the use of authentic learning experiences, assessment tools, and feedback systems to increase the involvement and motivation of pre-service teachers (Byrka et al, 2022). Research conducted by Hunukumbure et al (2021) has demonstrated that offering feedback on teaching tactics substantially enhances students' motivation and engagement in the learning process. Additionally, faculty calibration and the utilization of instructional rubrics are acknowledged as efficacious approaches to strengthen the caliber of feedback and assessment in educational environments (Gosselin and Golick, 2020).…”

Section: Research Questionmentioning

confidence: 99%

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

Qiqieh,

Dukmak

2024

Front. Educ.

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Online education has gained widespread adoption in recent years due to several factors, including the COVID-19 pandemic, which has accelerated the growth of online education, with universities transitioning to online platforms to continue their activities. However, this transition has also impacted the preparation of pre-service teachers, who receive training to become licensed or certified teachers. This study investigates the influence of online education on the academic experiences of 130 pre-service teachers attending the Postgraduate Diploma Program at Al Ain University in the UAE. It also explores the relationships between pre-service teachers’ demographics and five academic experiences. A quantitative questionnaire consisting of five newly-developed scales was used for data collection. Pre-service teachers’ demographics were found not to impact effective teaching and learning, skill development, or satisfaction. Age and employment status were found not to influence pre-service teachers’ views of faculty online assessment and feedback or course organization and management. However, online course organization and management and faculty online assessment and feedback were significantly correlated with marital status as engagement and motivation with employment status was, but not with age or marital status. Effective teaching and learning, faculty assessment, and feedback positively impacted pre-service teachers’ engagement and motivation, while effective teaching and learning and course organization correlated with pre-service teachers’ skill development and satisfaction. Research on online education and pre-service teachers’ experiences post-pandemic is limited. Thus, future studies should explore this relationship to understand better pre-service teachers’ online learning experiences, involvement, and success.

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“…In the health professions, feedback from learners has been reported as a powerful motivator of clinicians' commitment to teaching [1,2]. That said, teachers also report receiving brief, vague and generic feedback from learners, oftentimes months after a given teaching encounter, which can leave them feeling frustrated and uncertain regarding interpretation and application [3][4][5][6]. While research has highlighted challenges learners face in providing feedback to their teachers, we lack a fulsome understanding of how these challenges impact learners' approaches towards upward feedback, why these challenges lead learners to resort to vague or generic feedback, and which teachers might be most susceptible to receiving suboptimal feedback.…”

Section: Introductionmentioning

confidence: 99%

“…That said, research within medical education and the broader field of education have highlighted common challenges learners face when assessing or giving feedback to their teachers: 1) having to complete too many forms that are time consuming [5]; 2) feeling ill-equipped to provide feedback to teachers [3,6,11]; 3) feeling uncertain about teachers' receptivity and the impact of their feedback on teaching practices [6,[11][12][13]; and, 4) experiencing power imbalances and fearing consequence [3,11,12]. These issues have contributed to a situation in which concerns regarding the validity and utility of SETs are widespread [14][15][16], making it likely that the value of narratives from learners [17] is all too easily overlooked.…”

Section: Introductionmentioning

confidence: 99%

Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers

Wisener¹,

Hart²,

Driessen³

et al. 2023

Perspect Med Educ

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Introduction: Feedback from learners is known to be an important motivator for medical teachers, but it can be de-motivating if delivered poorly, leaving teachers frustrated and uncertain. Research has identified challenges learners face in providing upward feedback, but has not explored how challenges influence learners’ goals and approaches to giving feedback. This study explored learner perspectives on providing feedback to teachers to advance understanding of how to optimize upward feedback quality. Methods: We conducted semi-structured interviews with 16 learners from the MD program at the University of British Columbia. Applying an interpretive description methodology, interviews continued until data sufficiency was achieved. Iterative analysis accounted for general trends across seniority, site of training, age and gender as well as individual variations. Findings: Learners articulated well-intentioned goals in relation to upward feedback (e.g., to encourage effective teaching practices). However, conflicting priorities such as protecting one’s image created tensions leading to feedback that was discordant with teaching quality. Several factors, including the number of feedback requests learners face and whether learners think their feedback is meaningful mediated the extent to which upward feedback goals or competing goals were enacted. Discussion: Our findings offer a nuanced understanding of the complexities that influence learners’ approaches to upward feedback when challenges arise. In particular, goal conflicts make it difficult for learners to contribute to teacher support through upward feedback. Efforts to encourage the quality of upward feedback should begin with reducing competition between goals by addressing factors that mediate goal prioritization.

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An online discussion between students and teachers: a way forward for meaningful teacher feedback?

Cited by 5 publications

References 23 publications

E- Learning experience of the medical profession’s college students during COVID-19 pandemic in Saudi Arabia

E- Learning experience of the medical profession’s college students during COVID-19 pandemic in Saudi Arabia

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers

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