Abstract/Details

Small group instructional feedback: A student perspective of its impact on the teaching and learning environment


2010 2010

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Abstract (summary)

Small Group Instructional Feedback (SGIF) is an instructor driven structured mid-term activity. Its purpose is to solicit student specific feedback on instructor effectiveness and provide this feedback immediately back to the instructor. Does SGIF bring about changes to the teaching and learning environment? Do students‘ perceptions of the course, the instructor, and their motivation towards learning change after participating in SGIF? Do instructors make changes to their teaching after receiving mid-term feedback? An end of term survey was taken of 352 college students (response rate of 95%) representing 20 courses from all departments. The survey (alpha .911) consisted of 33 items on a seven point Likert scale and three open ended items that collected student comments. As a result, 81% indicated that the SGIF improved the teaching and learning environment. Strong positive correlations existed at the .001 level between students‘ attitudes toward the course, the instructor, and their motivation with 83% indicating that they became more aware of their role in improving the teaching and learning process. Ninety-six percent of the students indicated they observed that the instructor acted upon their feedback. These findings reflect the ability of structured mid-term feedback to act as a catalyst in bringing about changes to the teaching and learning environment.

Indexing (details)


Subject
Community college education;
Curriculum development;
Higher education;
Feedback;
Learning
Classification
0275: Community college education
0727: Curriculum development
0745: Higher education
Identifier / keyword
Education; Faculty development; Formative feedback; Instructional feedback; Learning environment; SGID/SGIF; Small group
Title
Small group instructional feedback: A student perspective of its impact on the teaching and learning environment
Author
Mauger, Douglas
Number of pages
137
Publication year
2010
Degree date
2010
School code
1149
Source
DAI-A 71/05, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109759563
Advisor
Huffman, Terry
University/institution
George Fox University
University location
United States -- Oregon
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3407167
ProQuest document ID
305248543
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305248543
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