A New Approach to Student Engagement with Tutor Feedback

Siegrid BeckSteve MillardTheo Gilbert

UH Learning and Teaching Conference 6 May 2010

The Wider Picture• NSSs identified ‘assessment and feedback’ as the

weakest area across the HE sector (Williams & Kane, 2008) and, after 3 years of NSS, as the area with one of the smallest increases in mean scores (Hodsdon, 2010)

• HEA Research Project conducted at Sheffield Hallam University in 2008-09 Technology, Feedback, Action!: Impact of Learning Technology on Students' Engagement with Feedback – (extensive literature review and report)

• Nicol (2009) and Gibbs & Simpson (2004)

• UH’s LTI Project ‘Escape’UH Learning and Teaching Conference 6 May 2010

Our Project - Background

• Participants – 28 p-g international students on GCIB Programme

• Time – Semester C 2008-09• Assessment type – academic essay• Feedback type – formative on first

draft rather than the final product• Feedback form – standard written

and audio/visual (Webex and Camtasia Studio)

UH Learning and Teaching Conference 6 May 2010

Our Project – Aims and Objectives

1. Additional listening practice

2. Enhance the quality of student engagement with tutor feedback

3. Student views on their degree of action on tutor feedback

4. Increase efficiency for tutors

UH Learning and Teaching Conference 6 May 2010

Our Project – Methodology• Invitation to students for draft essay to

receive feedback BEFORE final version• Lecturers producing individual feedback

files using Webex and Camtasia• Files sent back to students’ personal email

addresses• Students had time to act on feedback and

submit final drafts• Students received their marks• Questionnaires given out to participants• Data analysis

UH Learning and Teaching Conference 6 May 2010

Our Project – Main Findings

• 20/28 students had their essay drafts ready at the specified time – Time management!

• 14/20 returned the questionnaire

• Some findings will be presented in blocks

UH Learning and Teaching Conference 6 May 2010

Our Project – Main FindingsBlock A – Accessability (Qs 5, 7 and 9)

UH Learning and Teaching Conference 6 May 2010

Quick

& e

asy

acce

ss to

file

Tim

es li

sten

ed

% u

nder

stoo

d0

4

8

12

Yes/2-3 times/100%No/only once/75%

Our Project – Main FindingsPerception on usefulness for listening

practice

UH Learning and Teaching Conference 6 May 2010

13

1

Audio/visual feedback is useful listening practice

Agree/Strongly agreeDisagree/Strongly disagree

Our Project – Main FindingsBlock B - Student action taken after feedback

(Qs 10+11)

0

4

8

12

75-100%/YES50%/NO

UH Learning and Teaching Conference 6 May 2010

Our Project – Main Findings

76

1

Perceived advantage of audio/visual over written-only feedback (Q 14)

Strongly agreeAgreeIndifferent

UH Learning and Teaching Conference 6 May 2010

Our Project – Main Findings

4

3

7

Can written-only feedback hamper understanding or ability to act upon?

(Q 16)

Strongly agree/agreeIndifferentStrongly disagree/disagree

UH Learning and Teaching Conference 6 May 2010

Our Project – Main Findings

Influence of emotions on understanding of and learning fr...

Emotions felt whilst listening to video feedback

0

5

10

15

1

10

0

5

2

0

82

14

Emotions involved in feedback (Qs 17, 18, 19, 20)

Disagree/negative/negative indifferent/no emotions/no emotionsagree/quite relaxed/positive

UH Learning and Teaching Conference 6 May 2010

Our Project’s Aims and Objectives Revisited

1. Additional listening practice Yes, agreement

2. Enhance the quality of student engagement with tutor feedback Yes, certainly on the emotional level

3. Student views on their degree of action on tutor feedback Yes, we found a high degree of engagement/action although not proven to be linked to audio-visual feedback

4. Increase efficiency for tutors Not yet, depending on lecturers’ familiarity with the application

UH Learning and Teaching Conference 6 May 2010

Our Project – Conclusion

• The overall positive reaction to this type and form of feedback is encouraging

• We shall continue to offer it• Enhancing chances for improving

student performance• Opportunities for further research

(evidence of link between actions and emotions)

• Staff development opportunitiesUH Learning and Teaching Conference 6 May 2010