Enhancing Learning and Teaching Through Student Feedback in Social Sciences

ISBN-13: 9781843346555 / Angielski / Miękka / 2013 / 230 str.

Chericheri Sid Nair; Patricie Mertova

Opis

This title is the second Chandos Learning and Teaching Series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback.

• The first book of its kind on student feedback specific to social sciences and will be a scholarly resource for all stakeholders to enhance learning/teaching through student feedback
• Will interrogate student feedback in social science disciplines, on the basis of establishing a better understanding of its forms, purposes and effectiveness in learning
• Contributions come from experienced academics, experts and practitioners in the area

Recenzje

"Offering examples from around the world, in face-to-face as well as online learning, they demonstrate that student feedback is essential in improving learning outcomes in the social sciences, especially in areas such as communication and problem solving. They give practical guidelines on the design of evaluation within social science disciplines such as education, sociology, psychology, and economics." --ProtoView.com, February 2014

"This book was an interesting read and gave me a solid overview of both the theoretical background of the subject (and its purpose) as well as examples of international best practice. This would make a useful book for anyone working directly in student feedback settings and would enable them to appreciate both the "why” of feedback as well as giving clear suggestions on improving the "how”." --Managing Information

Spis treści

List of figures and tables

Preface

About the authors

Chapter 1: Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation

Abstract:

Contextual background

Institutional context

Academic perceptions and the use of student feedback

Improving quality

Enabling student 'voice'

Increasing student ownership

Educational value for students

Conclusion: critical concerns arising from this context

Chapter 2: Listening to studentsâ?T voices to enhance their experience of university

Abstract:

Introduction

Method

Findings

Discussion

Conclusion

Chapter 3: Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences

Abstract:

Introduction

The 'peculiar sector': an overview of the Austrian higher education system

From 'teaching censorship' to 'quality assurance': a brief historical tour of Austrian feedback mechanisms in higher education

Emerging trends

Relevance of student feedback in Austrian social sciences

Chapter 4: Synchronous feedback: receiving feedback from international students

Abstract:

Introduction

Interactive communication

Delivering feedback

Problems with synchronous online feedback

Conclusion

Chapter 5: Using programme-level student feedback: The Chinese University of Hong Kong

Abstract

Introduction

To what end: quality education

Institutional context

Feedback mechanisms and processes

Student feedback (how, when and to whom)

Comparative practices in selected programmes

Response to student feedback

Key features and future actions

Reflections on practice

Chapter 6: Usefulness of student feedback: the Singapore experience

Abstract:

Introduction

Types and importance of student feedback

Emotional aspects of learning, personal growth and identity

Student support and context

Background to NIE study

Methodology of NIE study

Findings of NIE study

Discussion and implications of NIE study

Conclusion

Acknowledgement

Chapter 7: Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education

Abstract:

Introduction

The introduction of student evaluation of teaching (SET) in Japanese tertiary education

The present study

Discussion of findings

Implications: how can evaluation be improved?

Chapter 8: Improvements to formative feedback: views of staff and students

Abstract:

Introduction

Background to the study

Definitions of feedback

Staff views on formative feedback provided to students

Student views on formative feedback provided to them

Suggestions for improvement in the provision of formative feedback

Conclusion

Chapter 9: Emerging trends and approaches in the student voice in the social sciences

Abstract:

Introduction

Key trends, issues and approaches

Concluding remarks

Index

O autorze

Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution.

Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.

Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database.

His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education. Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.