Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

instructor feedback

Woman sits on chair with computer laptop with chalkboard behind her of arrows, question marks and a light bulb

Re-envisioning Online Course Revision

The events of 2020 have highlighted the benefits of change-adept teaching in higher education, particularly online.  Change-adept teaching involves skill in changing one’s approach to

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balanced feedback

The Need for Balanced Feedback

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.

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student struggling with test

Teaching Students How to Manage 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.

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Is Praise Undermining Student Motivation?

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?

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Feedback Strategies for Online Courses

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:

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teacher feedback

Why Don’t Students Use Teacher Feedback to Improve?

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)

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Three Types of Assignments that Speed Feedback, Boost Student Engagement

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.

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Why Doesn’t Teacher Feedback Improve Student Performance?

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?

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