Document Type

Conference Paper

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

5.3 EDUCATIONAL SCIENCES

Publication Details

INTED 2013: 7th. International Technology, Education and Development Conference, Valencia, Spain March 4th.-6th., 2013

Abstract

Feedback is essential in all companies, in society and in educational environments. We learn, improve and develop from it in our examinations, group work, work environment and relationships. Feedback however must be supported with good communications and be consistent. In the classroom environment this means providing feedback in a positive and supportive manner, and being consistent to all. Most if not all managers and leaders, including lecturers have not undertaken any form of training in feedback methods and therefore it is not translated effectively, causing stress or misguidance to students and colleagues. This paper highlights the importance of good feedback, how it can be provided effectively and why it is rarely communicated. Students are consistently asking for feedback and highlight it in quality reports and surveys as a major weakness in the delivery of modules and course work. Some of the issues raised are associated with poor preparation, habits and styles of delivery. With the increasing requirement from Validation and Accreditation authorities to verify if learners are receiving appropriate feedback, this is one area where staff and managers can enhance the quality of the learning environment. Feedback is not only a two way process between lecturers and students but is also a critical activity between management and staff in developing a healthy working environment. Relevant feedback to first year students in particular via verbal or electronic means sets the standard for subsequent years. It is also essential that the quality work undertaken by lecturers to students is acknowledged and supported by management.

DOI

https://doi.org/10.21427/c1dp-7x23

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