Students’ Feedback

2011 ◽  
Vol 1 (1) ◽  
pp. 58-65 ◽  
Author(s):  
Chenicheri Sid Nair
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Student Evaluations ◽  
Quality System ◽  
Teaching Environment ◽  
Learning And Teaching ◽  
The World ◽  
Evaluation Information

The collection of stakeholder feedback has been gradually increasing in universities around the world. The most common practice is the use of surveys to evaluate student perceptions of their units (subjects), courses, programs and overall learning experience. The elements of a good quality system involve not only collecting evaluation information but making improvements based on it. This article gives an overview of the importance of student evaluations, the research supporting such feedback and a case study that illustrates how evaluation and improvement enhance the learning and teaching environment.

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

scholarly journals Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

2015 ◽  
Vol 5 (4) ◽  
pp. 420-433
Author(s):  
Cathy Cavanaugh ◽  
Ewa Gajer ◽  
John Mayberry ◽  
Brendan O’Connor ◽  
Jace Hargis
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Qualitative Evaluation ◽  
Female Undergraduate ◽  
Theoretical Frameworks ◽  
Mount Kilimanjaro ◽  
The World

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.

scholarly journals THE USE OF INTERACTIVE MULTIMEDIA IN LEARNING BASED ON DISRUPTION ERA AT ELEMENTARY SCHOOL

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Rizki Widyawulandari ◽  
Sarwanto Sarwanto ◽  
Mintasihu Indriayu
Keyword(s):  
Primary School ◽  
Interactive Multimedia ◽  
Learning Experience ◽  
Advanced Technology ◽  
Case Study Design ◽  
The World ◽  
The Face ◽  
The Right ◽  
Analyze Data

<p><em>The disruption era is defined as the time when so many innovations are emerging, unrecognized by established organizations that they interfere with the activities of the old system's order or even destroy the old system. The world of education must also be ready in the face of this disruption era, especially in the era of increasingly advanced technology. One of the efforts in the development of learning-based disrupted era, especially in primary school is the use of interactive multimedia. With the steps and processes of using the right interactive multimedia, using interactive multimedia as a message media will stimulate the thoughts, feelings, concerns and desires of students so as to encourage more interactive and communicative learning process and can improve the learning experience of students become more concrete. The research method used is qualitative with case study design where researchers collect and analyze data about the use of interactive multimedia in primary school. The results revealed that interactive multimedia is considered important in the effort of IT utilization in learning in disruption era but there are still many teachers who have not realized and apply it.</em></p>

scholarly journals Solo Parents’ Involvement in the Literacy Instruction of their Children in Modular Distance Learning: Challenges and Opportunities

2021 ◽  
Vol 3 (9) ◽  
pp. 10-18
Author(s):  
Joshua Eriberto Miguel G. Llames
Keyword(s):  
Learning Experience ◽  
Department Of Education ◽  
Strategic Learning ◽  
School Closures ◽  
Study Approach ◽  
Learning Challenges ◽  
Audio Recordings ◽  
The World ◽  
Challenges And Opportunities

The world has been struck by an invisible enemy—the COVID-19. In effect, this has changed our lives radically without ever revealing itself directly. Moreover, the COVID-19 is a deadly pandemic that has affected every aspect of life, including education. Hence, thousands of school closures are implemented over the world. To this effect, the pandemic has definitely disrupted all lives, especially the lives of the students and their parents, in various ways. This qualitative study utilized the phenomenological case study approach, and the gathered data were analyzed to discover the themes and make the essence of parental involvement within the complexities of the changed situations. The study discovered themes on challenges such as (1) time constraints, (2) insufficient and limited knowledge, and (3) tough tasks. On the part of opportunities, the following themes were discovered: (1) bonding activity, (2) learning experience, and (3) strategic learning. From the themes that emerged, the following recommendations are offered to the Department of Education and its Schools. They may launch programs to address most specifically the challenges and problems mentioned above to ensure that quality education is provided even in the pandemic. Moreover, the Department of Education and its Schools may provide supplementary materials such as video or audio recordings of each and every module to further help the students learn the lessons on the module.

“Sell Your Bargains” or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education

2013 ◽  
pp. 131-145
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Mixed Reality ◽  
Learning Experience ◽  
Academic Development ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Virtual Spaces ◽  
Creative Experience ◽  
Teaching In Higher Education

This case study relates to a mixed-reality game that has been developed and used by the author in the area of Academic Development and specifically within the Learning and Teaching in Higher Education (LTHE) module of the Postgraduate Certificate in Academic Practice (PGCAP). The game aims to provide a highly immersive learning experience to the players and opportunities to enhance their teaching in more creative ways as a result of their engagement and participation. The author shares details about this mixed-reality game and the pedagogical rationale on which it is based with other practitioners. The following also explores how this approach could be adapted and used in different learning and teaching contexts to transform learning in Higher Education into a more playful and creative experience which has potentially the power to motivate and connect individuals and teams combining physical and virtual spaces.

scholarly journals Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Linda De Wet ◽  
Sue Walker
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Real World ◽  
Formal Education ◽  
Real Life ◽  
Problem Based Learning ◽  
Ongoing Study ◽  
Weather Data ◽  
The World

Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.

scholarly journals Performance, Preference, and Perception in Experiential Learning Assessment

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Jay R Wilson ◽  
Thomas T Yates ◽  
Kendra Purton
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Experience ◽  
Teaching Style ◽  
Assessment Method ◽  
Learning Assessment ◽  
Learning Methods ◽  
Individual Assessment

A pilot study was conducted to explore student preferences, performance, and perceptions of experiential learning assessment following experiential learning instruction. A learning experience, using semi-directed instruction and experiential learning methods, was given to 13 student volunteers who were then assessed using a case study, presentation, journal, and essay, representing both group and individual assessment. Student performance in terms of their understanding and their engagement was compared to student perceptions and preferences. Student performance indicated that although the journal (individual assessment) appeared to be the best venue for students to express their understanding, they were the least engaged in it. The case study and the presentation (group assessments) were most preferred overall and students also perceived these to be the best forms of assessment in a number of aspects (helpful, beneficial, engaging, challenging, etc.). It is possible that the collaborative nature of the group assessments matched the teaching style suggesting that the mode of assessment should follow a similar format to the learning experience in courses that use experiential learning methods. The essay, as a traditional form of assessment, was valued for its structure, possibly reflecting student familiarity with that type of assessment, but less so overall because it was also an individual exercise. Each assessment method used in the pilot demonstrated value, albeit in different forms and this finding speaks to assessing both authentically and using a mixture of methods. Une étude pilote a été réalisée afin d’explorer les préférences, la performance et les perceptions des étudiants concernant l’évaluation de l’apprentissage par l’expérience à la suite d’un enseignement par l’expérience. Une expérience d’apprentissage, faisant appel à un enseignement semi-dirigé et à des méthodes d’apprentissage par l’expérience, a été offerte à 13 étudiants bénévoles qui ont ensuite été évalués par le biais d’une étude de cas, d’une présentation, d’un journal et d’un essai, représentant à la fois l’évaluation de groupe et l’évaluation individuelle. La performance des étudiants en ce qui concerne leur compréhension et leur participation a été comparée à leurs perceptions et à leurs préférences. La performance des étudiants indique que bien que le journal (évaluation individuelle) semble être le meilleur moyen pour les étudiants d’exprimer leur compréhension, c’est ce qui les faisaient participer le moins. L’étude de cas et les présentations (évaluation de groupe) étaient ce que les étudiants avaient en général préféré et que les étudiants considéraient comme les meilleurs formes d’évaluation, et ce pour plusieurs raisons (utile, bénéfique, engageant, stimulant, etc.). Il est possible que la nature collaboratrice des évaluations de groupe corresponde au style d’enseignement, ce qui suggère que le moyen employé pour l’évaluation devrait suivre un format semblable à l’expérience d’apprentissage dans les cours où l’on emploie des méthodes d’enseignement par l’expérience. L’essai en tant que forme traditionnelle d’évaluation a été apprécié pour sa structure et parce qu’il pouvait refléter la familiarité des étudiants avec ce type d’évaluation, mais il a été moins apprécié en général du fait qu’il s’agissait d’un exercice individuel. Chaque méthode d’évaluation employée dans cette étude pilote a présenté une certaine valeur, bien que sous différentes formes, et ces résultats indiquent qu’il est utile d’évaluer à la fois de façon authentique et par un mélange de méthodes.

scholarly journals Student Perceptions of Online Learning: Student Opinions and Expectations

2021 ◽  
Vol 6 (2) ◽  
pp. 238-251
Author(s):  
Denni Ismunandar ◽  
Ardhin Primadewi ◽  
Sofri Rizka Amalia
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Student Opinions ◽  
Indonesian Government ◽  
The World ◽  
Learning Expectations ◽  
The University

The case of Covid-19 affects the world of education. One of the consequences is that learning to be carried out online is decided by the Indonesian government. However, in learning, this strategy is burdensome for learners. The goal of this case study is to find out student opinions on online applications are used, what their challenges are, and what online learning expectations of students are. This research uses a questionnaire to find out student opinions using a Google form. Ninety-two students from various universities were the number of respondents. To get results, the questionnaires that have been collected are evaluated manually. The outcome of this study is that most of the software used by lecturers was unable to enhance the comprehension of the content being learned by students. During this pandemic, the hope of students in learning is to increase discussion time and time to complete assignments, not too many assignments, and the strategy of the university to have internet quota buying subsidies

scholarly journals Learning and teaching as communicative actions: A mixed-methods Twitter study

2011 ◽  
pp. 563-584
Keyword(s):  
Mixed Methods ◽  
Social Learning ◽  
Learning Community ◽  
Student Perceptions ◽  
Learning Experience ◽  
Male Students ◽  
Time On Task ◽  
Learning And Teaching ◽  
Active Communication ◽  
Communicative Actions

Our paper examines the design of a course that utilized the real-time information network Twitter to spark reflective thinking and communication based on classroom topics. A major goal was to increase discourse amongst students and enhance learning through encouraging student time on task. The innovation followed guidelines set forth in the Learning and Teaching as Communicative Actions theory to augment student learning experience via more active communication and increased content sharing among students, towards a goal of building a social learning community. In this mixed methods study, we found diverse student perceptions of the use of Twitter; both very positive views of the tool as a means of supporting discourse and those views of the tool having little benefit to student’s own learning. The female students in this study, perceived the tool to significantly more support the social learning community in the interactive environment than did male students.

scholarly journals Promising online learning and teaching in digital age: systematic review analysis

2021 ◽  
Vol 7 (4) ◽  
pp. 126-135
Author(s):  
Azwar Rahmat ◽  
Abdul Wahab Syakhrani ◽  
Erwinsyah Satria
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Digital Era ◽  
Review Analysis ◽  
The World ◽  
E Learning

This paper discusses online learning in the digital era by reviewing various international publications. This study is interesting given the growth of schools offering online education. This trend continues to develop, especially after the COVID-19 pandemic hit the world, which caused all social activities to stop. For that reason, we are interested in discussing online learning strategies, enriching the learning experience. Our analytical process involves coding, evaluation, and in-depth interpretation to obtain valid and reliable findings. We conducted data searches with the help of electronic searches on the Google Scholar app, ERIC publications, and Academic Microsoft between 2015 and publication in 2021. As a result, online educational activities have won a place in the hearts of students and teachers, which occur automatically through website technology. More specifically, this is called "e-learning." This is a promising distance learning that has become a trend for students and scientists and has become a way for people to get information about their needs.

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