Abstract
First feedback face-to-face: Connecting students to tutors to create a learning partnership
2012 Learning & Teaching Week Program, p.11
Learning & Teaching Week, 2012 (Sunshine Coast, Australia, 20-Aug-2012–24-Aug-2012)
2012
Abstract
Research indicates that student's sense of connectedness to their university, faculty and tutors is important for their transition to, and retention in, tertiary education. Students identify assessment as their major driver for this learning. However, many students do not know how to interpret the written assessment feedback they receive and fail to ask for clarification from their tutor. The First Feedback Face-to-face (FFF) project was initiated in COR109 Communication and Thought to explore the advantages of a coconstructed face-to face feedback strategy and discover students' perceptions of the purpose of feedback and their existing experiences of receiving feedback. A pilot study was conducted in Semester 2, 2011 and Semester 1, 2012 and involved 1068 students. Students were offered a ten minute face to face consultation with their tutor, after receiving written feedback and a grade for their first major written assessment submission. These students were invited to participate in two surveys. The first was conducted before they had completed their assessment and the second after the face-to-face feedback session. This presentation details the initial findings (from a representative sample of collected data) of the impact of this pilot feedback strategy which includes evidence that students are more likely to actively engage with and understand written assessment feedback and seek tutor consultations as a result of participating in FFF. FFF increases the possibility of students developing self-regulatory learning skills and academic efficacy which can contribute to a sense of connection with their academic environment and lead to improved student engagement.
Details
- Title
- First feedback face-to-face: Connecting students to tutors to create a learning partnership
- Authors
- Greg Nash (Author) - University of the Sunshine Coast - Faculty of Arts and BusinessMarama Liebergreen (Author) - University of the Sunshine Coast - Faculty of Arts and BusinessGail Crimmins (Author) - University of the Sunshine Coast - Faculty of Arts and BusinessRichard Bond (Author) - University of the Sunshine Coast - Faculty of Arts and BusinessJanet Turley (Author) - University of the Sunshine Coast
- Publication details
- 2012 Learning & Teaching Week Program, p.11
- Conference details
- Learning & Teaching Week, 2012 (Sunshine Coast, Australia, 20-Aug-2012–24-Aug-2012)
- Publisher
- University of the Sunshine Coast
- Date published
- 2012
- Organisation Unit
- School of Business and Creative Industries; School of Tertiary Access - Legacy; School of Education and Tertiary Access; School of Social Sciences - Legacy; University of the Sunshine Coast, Queensland; School of Creative Industries - Legacy; Student Services and Engagement
- Language
- English
- Record Identifier
- 99448996402621
- Output Type
- Abstract
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