Introduction of Feedback for Better Learning

Bajaj, Jagminder Kaur; Kaur, Kulbir; Arora, Rohit; Singh, Satinder Jit

doi:10.7860/jcdr/2018/36744.12402

Cited by 6 publications

(7 citation statements)

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“…This significantly will improve the student's understanding on the subject. This finding had been supported by [11] who found that timely feedback not only improved the student's learning process but also give positive emotion to student. In addition, [12] emphasized the vital role of quality feedback, claiming that systematic and constructive feedback would lead to producing an effective learning environment that yields positive outcomes on students' grades.…”

Section: Methodsmentioning

confidence: 78%

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Luqman Hakim Satiman,

Nadiatulhuda Zulkifli,

Auwalu Usman

2023

ARASET

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The provision of timely feedback with useful guidance towards the correct solution is very important within the learning process of higher education students. This paper describes an implementation of timely feedback in a 3rd year electrical engineering undergraduate course, Communication Principles (SKEE 3533) that was carried out during COVID-19 pandemic. Given the substantial depth of this course syllabus, it is important that students receive sufficient feedback on their understandings on current topic before moving to the next. The implementation of this assessment technique is carried out using online quiz assessment through Google quiz platform. Two types of guided explanation are given in the feedback: text explanation for simple, conceptual based questions, and video explanation for design and calculation-based questions. For the latter, YouTube platform is used to perform the video-based explanation. Study on student feedbacks was carried out using a routine, official university’s survey while the impact on student performances was analysed based on their acquired grades in the SKEE3533 course. Findings demonstrate positive outcomes from the routine university survey and course grades which revealed the method’s potential in improving student satisfactions and performances on the assessment aspect of teaching component.

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Section: Methodsmentioning

confidence: 78%

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Luqman Hakim Satiman,

Nadiatulhuda Zulkifli,

Auwalu Usman

2023

ARASET

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“…[ 15 ] Similarly, in the present study, the students and faculties perceived that feedback should be given regularly and more of such sessions should be planned supporting the findings of previous studies that the feedback process should be continued throughout the session. [ 14 ] Further, the faculties disagreed that the session of feedback was time consuming or it adds on extra burden in the routine schedule in contrast with of Vovrick et al ., where teachers had recognized lack of time to be an important barrier in giving one to one feedback. [ 16 ] In the present study, there was a consensus among students about feedback being effective learning tool, motivating, boosting the confidence, and helpful in filling the learning gaps.…”

Section: Discussionmentioning

confidence: 99%

“…[ 13 ] Students felt satisfied with the delivered session of feedback with improved self-efficacy about the topics and these findings were consistent with the study of Bajaj et al ., which stated that students felt positive due to the emotional effect of feedback, motivated to work hard, and were satisfied with the process. [ 14 ] In one of the recent studies, where the students preferred verbal feedback overwritten have also observed that feedback changes the learning process and results in improvement in strategies for learning. [ 15 ] Similarly, in the present study, the students and faculties perceived that feedback should be given regularly and more of such sessions should be planned supporting the findings of previous studies that the feedback process should be continued throughout the session.…”

Section: Discussionmentioning

confidence: 99%

Introduction of Structured Feedback to Medical Undergraduate Students in the First Professional

Gupta

Badyal

Mahajan

et al. 2021

Int J App Basic Med Res

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Context: Feedback is integral in medical education as it improves learner's knowledge, skills, and professional competence, however it is not routinely practiced in medical colleges. Therefore, the present educational research project was designed in a need-based attempt to introduce and implement a program of structured feedback in the department of biochemistry in the first professional MBBS. Aim: The aim was to introduce and implement a program of structured feedback in biochemistry for 1 st year medical undergraduates and to collect students' and faculty perceptions about its effectiveness. Settings and Design: it was a prospective, nonrandomized, interventional study. Methods: The study was conducted over 135 first professional undergraduates with six faculties. The feedback questionnaires to assess the perceptions of students and faculty on the feedback program were designed and peer-expert validated. An educational program for giving structured feedback was designed, peer-expert validated, and introduced and perceptions of students and faculty were collected using the feedback questionnaires. The collected data were analyzed in terms of percentages, medians, modes, and satisfaction index and represented in graphs. Transcripts were prepared for qualitative data, themes were identified, and a thematic map was prepared. Results: Students ( n = 135) perceived the feedback sessions to be helpful in making them aware about their learning gaps (70%) and facilitated the process of bridging the learning gaps (62%). Students strongly agreed that feedback has helped in better understanding of the topic (82%), better retention (69%), and acted as effective learning tool (68%). The faculty did not find the feedback sessions as extra burden in their routine schedule (83%). The main themes identified were “More interaction with teacher,” “Increased motivation,” “Student centric,” “Less stressful,” “Improved confidence,” “Identification and bridging of learning gaps,” “Improved efficacy to attempt questions,” and “Improved learning.” Conclusions: The feedback program was perceived satisfactory by both students and faculty agreeing upon more of such sessions and implementation in the curriculum in the near future.

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“…Another role is the use of oral feedback for mediating language development (see Bitchener & Knoch, 2010;Hoff, 2009;Mashrah, 2017;Owens, 1989) . There is also another important benefit students get from feedback as explained from the previous study by (Bajaj et al, 2018;Mamoon-Al-Bashir, 2016;Race, n.d. 2022). In language development, feedback is widely used as an evaluative approach that indicates the effectiveness of teaching strategies as well as the level of learners' understanding.…”

Section: Introductionmentioning

confidence: 99%

Oral Feedback for English Language Learners Development

Yusovi¹,

Asmiyah²,

Muhtarom³

2023

Fost.j.e.l.t.

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In ELT there are many types of oral feedback that can be used by teachers to respond and correct the mistakes of language learners. However, there are still many teachers who have difficulty or less reflection in choosing the appropriate feedback for students. Therefore, this study aimed to identify the important role of the types and ways in giving oral feedback by an English teacher in language learner development. This study uses a content analysis method using secondary data taken from the previous study in the form of journal articles and thesis published in Indonesian and International journal sites in the past two decades. The result of this study revealed that from 2009 to 2021 there were many changes regarding the application of oral feedback. However, it was found that corrective feedback always be used continuously from year to year, while one of the most dominant types of oral feedback used was explicit feedback.

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Introduction of Feedback for Better Learning

Cited by 6 publications

References 0 publications

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Introduction of Structured Feedback to Medical Undergraduate Students in the First Professional

Oral Feedback for English Language Learners Development

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