Student feedback delivery modes: A qualitative study of student and lecturer views

Killingback, Clare; Drury, Dennise; Mahato, Preeti; Williams, Jonathan M.

doi:10.1016/j.nedt.2019.104237

Cited by 14 publications

(10 citation statements)

References 32 publications

(41 reference statements)

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“…The findings reassure the importance of teacher presence and input on student engagement [20]. Existing research has gathered learners' views on the significance of lecturer input on their learning, through assessment feedback [25], and discussions [21]. This research further adds quantitative evidence on the impact of lecturers' and tutors' input on student engagement, especially in the discussion boards and through assessment feedback.…”

Section: Discussionmentioning

confidence: 57%

Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education

et al. 2021

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This study aimed to identify factors influencing student engagement in online and blended courses at one Australian regional university. It applied a data science approach to learning and teaching data gathered from the learning management system used at this university. Data were collected and analysed from 23 subjects, spanning over 5500 student enrolments and 406 lecturer and tutor roles, over a five-year period. Based on a theoretical framework adapted from Community of Inquiry (CoI) framework by Garrison et al. (2000), the data were segregated into three groups for analysis: Student Engagement, Course Content and Teacher Input. The data analysis revealed a positive correlation between Student Engagement and Teacher Input, and interestingly, a negative correlation between Student Engagement and Course Content when a certain threshold was exceeded. The findings of the study offer useful suggestions for future course design, and pedagogical approaches teachers can adopt to foster student engagement.

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Section: Discussionmentioning

confidence: 57%

Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education

et al. 2021

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“…These qualitative findings are based on analysis [17][18][19][20][21][22][23][24][25] . Findings are organized into the following two overarching themes: "Scaffolding assessment and feedback" and "Engagement and perceived self-efficacy".…”

Section: Resultsmentioning

confidence: 99%

Assessment and Feedback in Post-pandemic Healthcare Provider Education: A Meta-synthesis

Lusher¹,

Henton²,

Banbury³

2023

J Mod Nurs Pract Res

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Background: The COVID-19 pandemic has led both to an increased need for and a shortage of trained healthcare staff globally. The population of undergraduate students in health and social care is diverse and widening participation practices are vital to support these students to navigate through academic study. In post-pandemic higher education environments, where hybrid and blended approaches to learning are now more commonplace, research relating to students’ experience, use, perception and understanding of assessment criteria and feedback is ever more important. Aim: The present review and qualitative thematic meta-synthesis is a secondary analysis following a primary study that aimed to understand students’ understanding of the relationship between assessment criteria and assessment feedback. Methods: Using an integrative systematic review method, 1754 articles were initially identified via electronic searches. Study selection was conducted in a series of stages and by agreement between reviewers; 35 articles were selected that met the relevancy criteria. A screening process excluded quantitative and mixed-methods studies, leaving nine qualitative studies for analysis. Results: Findings highlighted two intersecting themes relating to the importance of “Scaffolding assessment and feedback” and how this linked to students’ “Engagement and perceived self-efficacy”. A constructivist educational framework is proposed to scaffold students’ engagement and perceived self-efficacy in relation to assessment criteria and assessment feedback. Elements in this framework include: (1) multiple modalities for feedback to support inclusive best practice; (2) the provision of mentorship and / or reflective spaces for processing assessment criteria and feedback; and (3) a goal-oriented approach to students’ engagement with assessment criteria and feedback. Conclusion: Such a framework will make assessment and feedback more transparent and accessible for students, broaden their focus beyond grade attainment, enable them to make links between assessment criteria, assignment writing and assessment feedback, and support inclusivity and staff-student relationships in the context of post-pandemic educational systems.

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“…This is also related to the negative feelings and expectations of students toward lecturers before receiving feedback ( 43 ). Happy feelings among students can lead to good self-reflection techniques and subsequently be able to improve communication skills ( 40 , 47 , 53 , 54 ). Therefore, the type of non-verbal communication a lecturer uses can help students receive feedback on their performance in a calm and comfortable situation.…”

Section: Discussionmentioning

confidence: 99%

Beyond words: analyzing non-verbal communication techniques in a medical communication skills course via synchronous online platform

Ismail,

Mageswaran,

Bujang

et al. 2024

Front. Med.

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BackgroundEffective doctor-patient relationships hinge on robust communication skills, with non-verbal communication techniques (NVC) often overlooked, particularly in online synchronous interactions. This study delves into the exploration of NVC types during online feedback sessions for communication skill activities in a medical education module.MethodsA cohort of 100 first-year medical students and 10 lecturers at the Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM), engaged in communication skills activities via Microsoft Teams. Sessions were recorded, and lecturer NVC, encompassing body position, facial expressions, voice intonation, body movements, eye contact, and paralinguistics, were meticulously observed. Following these sessions, students provided reflective writings highlighting their perceptions of the feedback, specifically focusing on observed NVC.ResultsThe study identified consistent non-verbal communication patterns during feedback sessions. Lecturers predominantly leaned forward and toward the camera, maintained direct eye contact, and exhibited dynamic voice intonation. They frequently engaged in tactile gestures and paused to formulate thoughts, often accompanied by filler sounds like “um” and “okay.” This consistency suggests proficient use of NVC in providing synchronous online feedback. Less observed NVC included body touching and certain paralinguistic cues like long sighs. Initial student apprehension, rooted in feelings of poor performance during activities, transformed positively upon observing the lecturer’s facial expressions and cheerful intonation. This transformation fostered an open reception of feedback, motivating students to address communication skill deficiencies. Additionally, students expressed a preference for comfortable learning environments to alleviate uncertainties during feedback reception. Potential contrivances in non-verbal communication (NVC) due to lecturer awareness of being recorded, a small sample size of 10 lecturers limiting generalizability, a focus solely on preclinical lecturers, and the need for future research to address these constraints and explore diverse educational contexts.ConclusionMedical schools globally should prioritize integrating NVC training into their curricula to equip students with essential communication skills for diverse healthcare settings. The study’s findings serve as a valuable reference for lecturers, emphasizing the importance of employing effective NVC during online feedback sessions. This is crucial as NVC, though occurring online synchronously, remains pivotal in conveying nuanced information. Additionally, educators require ongoing professional development to enhance proficiency in utilizing NVC techniques in virtual learning environments. Potential research directions stemming from the study’s findings include longitudinal investigations into the evolution of NVC patterns, comparative analyses across disciplines, cross-cultural examinations, interventions to improve NVC skills, exploration of technology’s role in NVC enhancement, qualitative studies on student perceptions, and interdisciplinary collaborations to deepen understanding of NVC in virtual learning environments.

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Student feedback delivery modes: A qualitative study of student and lecturer views

Cited by 14 publications

References 32 publications

Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education

Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education

Assessment and Feedback in Post-pandemic Healthcare Provider Education: A Meta-synthesis

Beyond words: analyzing non-verbal communication techniques in a medical communication skills course via synchronous online platform

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