My puzzle: “Why is it a challenge to obtain meaningful student feedback and evaluations of the learning experience?” 

Chris Banister English for Academic Purposes (EAP)

LecturerRegent’s University London

Contact: banisterc@regents.ac.uk

Overview Teaching, learning and research context Considerations in learner feedback and evaluations Approaching the puzzle: A PEPA in action Enhanced understanding and improvements to

classroom quality of life Challenges of EP Benefits and transformations of EP

Puzzle context and origins

Learners: Undergraduate exchange students, Upper Int (ENG5A1), Advanced (6A1)

Module: 3 hrs p/w, student-led components, blended aspects. Puzzle origins: modular format, limited contact hours, stuffed

syllabus + limitations of formal instruments = reduce opportunity for informal feedback and evaluations = disconnect

To shed light on: materials, activities, methodology, pacing, interaction = the totality of the learners’ experience (Mortiboys 2010)

Aim: delve deeper beyond the averages of official surveys, obtain feedback for the teacher but not necessarily about the teacher

 

Considerations: Establish purpose (Williams and Brennan 2004) and red

lines Survey fatigue,duplication,ritualisation (Williams and

Brennan 2004) Psychological: power assymetry (Richardson 2005; cf.

Clayson and Haley 2011 Interpretation: tendency to “filter information” (Mortiboys

2010:125) anonymity v actionability trade-off Importance of feedback to learners (Williams and Brennan

2004) “It’s more important for me to feel that my feedback is useful and they implement changes.” (ENG 6A1 student, spring 2016)

Approaching the puzzle

Research tools Lesson videos Peer observations Discussions with other LTR members/project leader PEPAs (Allwright and Hanks 2009; Hanks 2015):

surveys, discussions, reflective writing

PEPA: Review Collage

Setting up the activity• Explain learners are

going to reflect upon, evaluate and review aspects of the module.

• Show learners the handout as a class and ask if they recall most of the activities.

 Review Collage and Questions

Discussion Questions Handout• Which language skills were you

developing when you did this and how?

• Do you think that this activity helped you or not? Why/not?

• How do you think you performed when working on this activity?

• Did you enjoy this activity?• Would you rather have done it

differently? If so, how and why?• What advice would you give to

another student doing this activity next semester?

Review Collage: Procedure

Report back to the class on the one which provoked most discussion/interest.

Tell students to choose two activities each and to write their reflections and evaluations.

Why use the Review Collage? Multi-faceted: review, revise, reflect, evaluate. Locally relevant In-class and blended components Adaptable: mid-module or end of module Minimal preparation (digital/paper materials) Obtain learner perspectives in their own words, could

resonate for future cohorts.

Learner feedback and evaluationsTransferable

skills/knowledge Peer participation

The topics and materials … which benefit me in listening

[to] lectures given by the lecturer of Financial Risk

Management…the skills of presentations and report helped

me in giving another two presentations” (ENG 6A1

student, autumn 2014)

“Discussion Board: My focus was to increase my speed in writing English… This activity could be improved if participants were more motivated.” (ENG 6A1 student Spring 2015)

Learner feedback and evaluations

Difficulty Ambiguity

If we don’t have the final time limited

writing, I’ll like this course more.” (ENG 5A1 student, autumn

2014)

“It is not a criticism it is just a suggest is give to the students more technical argument.”(ENG 6A1 student, spring 2015)

Learner feedback and evaluations

• Areas for development

“Maybe you could have included more practical examples of how to do a report or an essay.” (ENG 6A1 student, autumn 2014)

My personal expectations the first day were more focusing on vocabulary such as: merger, asset, liability…etc. (ENG 6A1 student, autumn 2014)

Enhanced understanding1. Mismatch between some learners’ expectations of the modules and the stated aim of the modules Clarification of module aims2. Desire for greater clarity re: written assessment requirements Introduction of exemplars3. Need for a boost in the vocabulary component Incorporation of explicit vocabulary learning strategies (e.g.

vocab cards) with business vocabulary highlighted in language feedback slots

4. Lack of engagement=a contagion Stricter guidelines for contributions to online discussion

boards

Improvements to quality of life in the classroom

Reconnecting to and in dialogue with my learners

“I have learnt many new and useful business words.”

“The vocabulary card quiz’s. It makes you be ready and updated.”

(end of module student feedback Dec 2015)

Benefits of focusing on obtaining feedback and

evaluations from learners Facilitates development of the reflective skill in both

learners and teachers Provides mutual access (teacher-learner) for greater

understanding: learner’s voice Cultivates a learning environment with a shared space

for ongoing dialogue Complements but does not duplicate official university

instruments for obtaining student feedback and evaluations- an additional and potentially rich pool of data

Likely to foreground further new puzzles to explore

A challenging new landscape (Hanks 2015)

Identity and overlapping roles: teacher, teacher-researcher

Identification of a suitable puzzle Clarifying the terminology, methodology and principles of

EP (e.g. puzzles v problems) Learners as partners: potential value of “learner agency

(and) perspectives” (Rowland 2011:261) Integration of research activities (PEPAs) into everyday

classroom processes Dissemination and making public understanding

Conclusion: benefits and transformations of EP

Transformative for the teaching-research relationship. Classroom events become a “legitimate source of research knowledge about teaching and learning” (Borg 2010:418)

Brings teachers and learners together by foregrounding improvements to classroom quality of life and enabling creativity (Hanks 2016)

CPD benefits: confidence to give papers, workshops, submit articles, access to research/teacher research communities of practice

Helps cultivate quality in teaching by boosting teacher self-efficacy (Wyatt and Dikilitas 2015) and staff satisfaction with their practice in a “collegially supportive environment” (Slimani-Rolls and Kiely 2014:433)

Thank you and questions Thank you very much for listening.

Feel free to get in touch: banisterc@regents.ac.uk

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References Allwright, D. (2005) ‘Developing Principles for Practitioner Research: The Case of Exploratory Practice.’ The Modern

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Slimani-Rolls, A. and Kiely, R. (2014) ‘We are the change that we seek’: developing teachers’ understanding of their classroom practice.’ Innovations in Education and Teaching International, 51 (4): 425-435.

Richardson, J.T.E. (2005) ‘Instruments for obtaining student feedback: a review of the literature.’ Assessment and Evaluation in Higher Education, 30 (4):387-415.

Williams, R. and Brennan, J. (2004) 'Collecting and using student feedback: A guide to good practice.' Open Research Online. [PDF] Available at: http://oro.open.ac.uk/11875/1/Collecting_and_using_student_feedback_a_guide_to_good_practice.pdf [Accessed 20 Feb 2016]. 

Wyatt, M. and Dikiltas, K. (2015) ‘English language teachers becoming more efficacious through research engagement at their Turkish university’ Educational Action Research, DOI: 10.1080/09650792.2015.1076731 Available at: www.tandfonline.com/doi/full/10.180./09650792.2015.1076731 [Accessed on 7th June 2016].