student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
A range of issues were identified in relation to the student body including
the transition from school to university, which is particularly difficult for
students in large classes, as well as increased hours of part time work
and lack of accountability. Suggestions for improvement related
to facilities, class sizes, different assessment to allow for more
feedback and student motivation/preparation.
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Student focus groups were conducted to explore in more depth
some of the issues emerging from the data analysis including student
expectations and experience, transition issues and assessment
and feedback.
The findings suggested that students have clear ideas of what the
teaching staff should be doing (i.e. be enthusiastic about their topic,
clearly explain, be organised) but when asked about their role as students
in the teaching and learning equation, they did not appear to have
considered it. Students also want to have access to the lecturer in class
(as opposed to making an appointment). A range of issues were raised
by the students with some differences across the courses. Students
made comments about the content, teaching style, assessment,
lecturer - student relationship, course structure and resources.
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A literature review was undertaken to capture current best practice and
strategies to maximise the student experience in large classes. Further
literature was consulted regarding the audience response system initiative
undertaken in MKTG1025 Marketing Principles. Regarding this initiative,
the literature was particularly useful in identifying critical success factors
and potential pitfalls in the application of this type of technology.
In addition to the above information and resources, a seminar on innovative
and engaging teaching approaches was held within the School. It was
facilitated by a Carrick award winner from Monash University, Peter Wagstaff.
This gave staff additional ideas to consider in reassessing current practices
and developing new initiatives.
What changes occurred in each course? – detail changes before and after
Stage 2: Action – Course Development
Based on the above data and discussions within the ART (as well as within
the teaching teams), each Course Coordinator identified a range of initiatives
designed to improve the student experience in their course. These initiatives
were developed and implemented by each Coordinator in conjunction with
their course team and in discussion with the other members of the ART.
These initiatives will be outlined by course as follows:
MKTG1025 – Marketing Principles
Based on student comments which suggested that they wanted more
feedback on how they were performing in the course, a major initiative was
undertaken to incorporate ‘instant’ feedback on students’ understanding
of key concepts and their performance relative to their peers. In addition, the
Course Coordinator sought to encourage more active learning and participation
during the lecture time in a large lecture environment. It has been suggested
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