It is the beginning of a new year and a new semester at colleges and universities across the world. Professors are finalizing their syllabi and
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
In the online class environment, students enjoy many advantages, such as increased scheduling flexibility, ability to balance work and school, classroom portability, and convenience. But there are potential shortcomings as well, including the lack of student-instructor interaction and a student not understanding the instructor’s expectations. A key mechanism to convey expectations while increasing student-instructor communication is relevant, timely, constructive, and balanced instructor feedback.
The classroom is a non-stop hub of feedback: test grades, assignment scores, paper comments, peer review, individual conferences, nonverbal cues, and more. Feedback is essential for student learning.
Still, students’ ability to process and use feedback varies widely. We have some students who eagerly accept feedback or carefully apply rough draft comments, while many others dread or dismiss their professors’ notes or reject exam grades as “unfair.” Although feedback is integral to our classrooms and work spaces, we often forget to teach students how to manage it.
Students perform poorly in our courses for a variety of reasons. Here are some students you’ve likely encountered over the years, as well as a few ideas on the type of feedback that best helps them turn things around.
We think of praise as a good thing, even admirable. Don’t we praise our kids when they show us the drawing that they made in art class? To be anti-praise is almost like being anti-good person. We praise others in order to motivate them to improve achievement, as well as increase self-esteem. What can possibly be wrong with that?
There are many ways to provide feedback to students in an online course. When selecting the type and frequency of feedback, consider what the students want and how they will benefit from it without creating an unreasonable amount of work for yourself. In an interview with Online Classroom, Rosemary Cleveland, professor of education, and Kim Kenward, instructional designer at Grand Valley State University, offered the following advice on how to manage feedback in the online learning environment:
Here’s the conclusion of a small but intriguing study. Its findings reveal “only limited support for the idea that students actually do respond to feedback and make changes in a subsequent piece of assessable work consistent with the intentions that underlay the provided feedback.” (p. 577)
We often wonder what we can do to help students engage with the material so they can learn it at a deeper level. Students don’t make that an easy task. They arrive in class having not read the material or having not thought about it in meaningful ways, and that keeps them from being engaged in class. Several years ago, I read George Kuh’s article “What Student Engagement Data Tell Us about College Readiness,” in which he writes, “Students who talk about substantive matters with faculty and peers are challenged to perform at high levels, and receive frequent feedback on their performance typically get better grades, are more satisfied with college, and are more likely to persist” (Peer Review, January 1, 2007, p. 4; italics mine). Here are three ways I try to provide feedback that engages students and not overwhelm myself with grading tasks in the process.
Sometimes feedback leads to better performance, but not all the time and not as often as teachers would like, given the time and effort they devote to providing students feedback. It’s easy to blame students who seem interested only in the grade—do they even read the feedback? Most report that they do, but even those who pay attention to it don’t seem able to act on it—they make the same errors in subsequent assignments. Why is that?
Feedback is often given to students after the fact. After they completed their assignments, and after they turned in their exams. Likewise, faculty receive feedback from students in much the same fashion. After a paper is late because they didn’t know how to submit it electronically, after they dug a grading hole that will be difficult to climb out of, or after the course has ended.