Feedback Loops - Student Voice in the Improvement of Teaching Effectiveness
Concurrent Session 5
A feedback loop consists of gathering, analyzing, and implementing changes based on feedback. Online instructors can embed opportunities for student voice in improving teaching effectiveness in courses using feedback loops. This presentation will share examples of feedback loops to enhance online teaching and student learning throughout the semester.
Feedback in the classroom isn’t just a one way conversation to provide students information on their assessments. Feedback on teaching effectiveness can enhance student engagement and promote effective teaching. A feedback loop consists of gathering feedback, analyzing the feedback, and implementing changes based on that feedback. There are several ways that online instructors can embed opportunities for student voice in improving teaching effectiveness in courses using feedback loops. This presentation will share examples of how to collect feedback from students to enhance teaching and student learning throughout the semester.
By the end of the session, participants will be able to:
Understand the importance of feedback loops to enhancing teaching effectiveness
Name at least two examples of feedback loops
Write a short-term goal for implementing one feedback loop in one course
The examples of feedback loops that will be discussed include: 1. First week survey of students 2. Q&A Discussion board 3. Muddiest point surveys at end of each module 4. Mid-term Evaluation. While not every online course must use all of these techniques, the inclusion of opportunities for students to share their questions and concerns is an important part of the feedback loop. Equally important is implementing changes based on student feedback. We will discuss ways to create an action plan for making changes based on student feedback.
This session will model a few of the very techniques being discussed. The presenter will begin with a short survey of the participants using PollEverywhere as a getting to know the audience interaction. Then, the presenter will use formative assessment techniques using the virtual meeting room’s chat feature and Padlet to ask participants to share their comprehension of session content. The session will end with a “plan for action” that encourages participants to think about how to implement presentation content