Student feedback delivery modes: A qualitative study of student and lecturer views

Killingback, Clare, Drury, Dawn, Mahato, Preeti and Williams, Jonathan (2020) Student feedback delivery modes: A qualitative study of student and lecturer views. Nurse Education Today, 84. p. 104237. ISSN 0260-6917

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Official URL: https://doi.org/10.1016/j.nedt.2019.104237

Abstract

Background: Student feedback on assessment is fundamental for promoting learning. Written feedback is the most common way of providing feedback yet this has been criticised by students for its ineffectiveness. Given the wide range of feedback modes available, (written, audio, video, screencast, face-to-face, self and peer-feedback) a better understanding of student and lecturer preferences would facilitate recommendations for optimising feedback delivery. The aim of this study was to explore the experiences and preferences for summative feedback modes of physiotherapy students and lecturers. Methods: A sample of convenience was used to recruit participants from one undergraduate physiotherapy programme in the UK. A total of 25 students were recruited for three focus groups and five lecturers for semi-structured interviews. Focus groups and individual interviews were guided by a semi-structured interview guideline and carried out by a research assistant who was not involved in teaching on the programme and therefore unknown to participants. Data were analysed using inductive thematic analysis. Results: Three themes were developed in relation to student and lecturer experiences of feedback to date: the importance of dialogue; the value of feed forward; and feedback disparity. From the student perspective, three themes were identified supporting their feedback preference: the importance of human connection; added information from non-verbal communication; valuing the lecturer view. From the lecturer perspective, two themes were identified around feedback preferences: challenges of spoken feedback and the importance of self-assessment. Conclusions: This study identifies challenges around selecting optimal feedback modes due to the lack of student-lecturer consensus. Students preferred lecturer-led modes, providing the highest quality personal interaction with lecturers (face-to-face, screencast, video, audio). Lecturers most often advocated for student led feedback modes (peer or self-assessment) as a means to students valuing the feedback and developing reflective skills.

Item Type: Article
Subjects: B700 Nursing
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: Elena Carlaw
Date Deposited: 31 Oct 2019 16:11
Last Modified: 18 Oct 2020 08:00
URI: http://nrl.northumbria.ac.uk/id/eprint/41330

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