Bevan, W J (2020) How to improve the student feedback process: A case study within the built environment. International Journal of Construction Education and Research, 16(2), pp. 117-131. ISSN 1557-8771
Abstract
The application of feedback by educational practitioners is championed within pedagogical practices. The value and provision of student feedback is further acknowledged due to its incorporation in the National Student Survey (NSS). For feedback to be valuable to student learning, existing literature suggests the need for feedback to be ‘effective,’ where a two-way interactive process with the student is prescribed. There are, however, challenges associated with the achievement of student feedback engagement and further learning. The research presents a case study university, which explores opinions of feedback provided to Built Environment (BE) students. Data collection consisted of a review of current literature on the subject of student feedback, in addition to five semi-structured interviews with postgraduate students over a range of BE courses. The results highlight the complexity associated with student feedback, the diversity of student perceptions of feedback and a range of student preferences associated with the feedback provided. Findings further connect the desire for personalized student feedback, with consideration to the content and the timing of feedback. The research recommends the educational practitioner to understand student feedback preferences in order to encourage students to play an active role in the use of feedback as a learning tool.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | built environment; effective feedback; feedback interaction; student learning |
| Index terms: | built environment, interaction, case study, practitioner, postgraduate, complexity, preference, interview, survey |
| Subjects: | systems engineering, higher education, infrastructure and transport systems, data collection methods, decision-making and reasoning, behavioral psychology, practitioner |
| Topics: | Education, Engineering Principles, Urban Studies, Research Practice, Roles and Professions |
| Descriptive scope: | 3 PCE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here