Loughborough University Teaching Innovation Awards

Loughborough University Teaching Innovation Awards

Name(s) / School(s)/Department(s)
Mr Harry Lane, Programme Rep, Part B student
Miss Emma Giles, Programme Rep, Part B student
Dr Emma Haycraft, Senior Lecturer
Dr Hilary McDermott, Senior Lecturer / School of Sport, Exercise and Health Sciences
Email / Phone number

/ 07824 326300
07801 559893
01509 228160
01509 223098

Project title

Developing a common language: Enhancing communication and feedback.

N.B. Total word count should be in the range 1500-2000. Expand the text boxes as necessary.

Abstract (200-250 words)

There is a significant difference between student and staff views of what constitutes feedback. This disparity is likely impacting student satisfaction, limiting the benefit that is being obtained from the various forms of feedback that are offered by staff, and impairing communication between students and academic staff members.

Preliminary interviews/focus groups were undertaken with academic staff members and students to identify their perceptions of feedback. In addition, a survey was conducted with first year psychology students, during their second week of study, to identify their baseline perceptions of what constitutes feedback.

These activities informed the development of an on-line learning resource. This resource aimed to enhance students’ understanding of feedback and was administered via the Virtual Learning Environment (LEARN) to all 1st Year Psychology Students.

Finally, the survey was re-administered to the same cohort of first year psychology students during semester two, to establish the effectiveness of the e-learning resource.

The findings have demonstrated that there appeared to be discrepancy between staff and student views about what constitutes feedback. The results also suggest that during the first year, students’ knowledge and understanding about sources of feedback have improved. At baseline, only 13% of students reported understanding the difference between formative and summative feedback, and this figure increased to almost 50% later in the year. There was also an increase in understanding of what constitutes feedback.

Rolling out the feedback activity as a core part of a first year module is likely to improve completion rates and further enhance students’ understanding of what feedback is and how to use it.

Issue(s) addressed by project

Feedback provided as part of formative or summative assessments helps students to become aware of any gaps that exist in their current knowledge, understanding, or skill (Sadler, 1989). Learning researchers have been interested in the effect of various feedback characteristics (such as immediacy, pertinence, data form and type of reward) on the retention of learned material (Sadler, 1989). Feedback therefore offers a powerful tool for supporting the academic journey. More specifically, discussion, clarification and negotiation between student and tutor can equip students with better appreciation of what is expected of them, and develop their understanding of academic terms and practices before or as they begin to write (Higgins, Hartley & Skelton, 2001). This project sought to develop more effective feedback for staff and students. It also aimed to better inform students about sources of feedback and how best to use it.

Aims

The aim of this project was to enhance feedback practices and promote better two-way communication between students and staff.

Specific objectives

The specific objectives of this project were to:

1.Improve student and staff knowledge and understanding of formative and summative feedback.

2.Improve communication between staff and students, particularly in relation to feedback.

Activities/methodology

This project was led by Harry Lane and Emma Giles (BSc Psychology students). The students completed a number of activities under the supervision of academic members of staff.

Initially, interviews were undertaken with academic members of staff and student from the School of Sport, Exercise and Health Sciences (SSEHS) at Loughborough University. Focus groups were then conducted with BSc psychology students. These interviews and focus groups confirmed that there are differences in staff and student perceptions of what constituted feedback.

A short survey was developed and administered to 1st Year Psychology students within SSEHS. This survey enabled us to establish their knowledge and understanding of feedback at an early stage of their tertiary education (week 2 of semester 1).

The findings from the interviews, focus groups and survey informed the development of an on-line learning resource. This electronic resource focused on the topic of feedback and was administered via the Virtual Learning Environment (LEARN) to all 1st Year Psychology Students.

Following this, the survey was re-administered to the same cohort of 1st Year Psychology Students during semester 2. Students’ responses to the questions were compared to determine whether or not their views about feedback had changed during the year.

Use of award money

The award money was used in the following way:

Refreshments for focus group participants £94.60

Staffing costs (focus groups, transcribe data, develop & deliver survey) £1463

Conference fees (STEM Conference) £620

Conference Fees (HEA Conference) £585.40

Poster printing £25

Note that some of these claims are pending but money will be spent / claims processed by 31 July.

Project outcomes/findings

This project has demonstrated that proactively informing students about types of feedback and how best to use it, to maximise the benefit from it, is associated with increased understanding in first year psychology students.

Furthermore, of those individuals who engaged with the online feedback activity, 94% reported that the activity helped them to understand what feedback is and 94% also reported that the activity helped them to understand how to use feedback. The vast majority (82%) felt that it would be a beneficial activity for all 1st years to engage in, in future, and so it will be embedded more firmly into a 1st year module in future, in an effort to increase engagement with the activity (e.g., “It was useful in clarifying how feedback at uni works. It may be useful to make it more compulsory to do, as I know many forgot”).

One student commented “The whole concept of feedback can be seen as foreign to new first years, as it can come in so many forms. So the online activity definitely helped to clarify exactly what it is and what it’s for.” It is hoped that this activity will lessen the gap between student and staff perceptions of feedback.

Project outputs/deliverables

The major output from this project is a validated on-line e-learning resource. This activity informs students about different types of formative and summative feedback and provides examples of how best to utilise feedback to facilitate learning. The resource empowers students to take responsibility for their own learning.

A further output is planned in the form of a peer-reviewed journal article (Assessment & Evaluation in Higher Education).

Impact on teaching and learning (including links to University strategy)

This project makes a significant contribution to student learning. The e-learning resource enables students to take responsibility for their own learning and will lead to them being better able to engage with, and respond to, the various forms of feedback provided by staff. By enhancing opportunities for students to engage in all areas of their learning and teaching we directly support the University strategic priorities within the ‘Educating for Success’ theme.

Further to this, this project is likely to lead to increased student satisfaction as a direct result of enhanced engagement.

The e-learning resource will help to develop students’ understanding of feedback. It is well known that improved student satisfaction has a direct effect on the university rankings, therefore this project may subsequently increase interest and the potential number of applications to the university (Gibbons, Neumayer & Perkins, 2013).

Dissemination plans including location of resources for Loughborough colleagues to access (a link to these can be created for you from the CAP website if you wish – please ask Deena)

The findings from this project have been disseminated in the following ways:

A poster presentation at the Higher Education Academy (HEA) Conference (Sharing great practice in Social Science)

A poster presentation at the Higher Education Academy (HEA) Conference (Transforming teaching and learning in STEM)

An academic journal paper will be prepared and submitted for peer review, suggested journal Assessment & Evaluation in Higher Education.

Please submit the completed form to:

Deena Ingham, Teaching Innovation Awards Panel Chair

Centre for Academic Practice

Teaching Centre- 1 -