student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership––Design of multimedia exercises to make course content more relevantto the students.––Review of course material to link lectures and tutorials more succinctly.––Additional formative assessment in the form of multimedia exercises;mid-semester tests, online tests, assignments and reflection papers.––Adoption of a more relevant textbook supported by a DVD series.––Short overview of material handled in the previous lecture presentedat the commencement of each lecture and a final Review lecture.––Increased, and faster feedback to students on performance in tests,with email utilised to monitor student progress.––Reduction of class numbers in lectures.––Course redesign to update material.Although each of the ARTs recognised the need for more longitudinal studiesof student feedback on the changes introduced, all documented improvementsin student feedback as follows:––Favourable student attitude towards the use of classroom technologyalthough the broad effectiveness was debated.––Participation in ‘drop-in’ sessions.––Improvement in the GTS, although the reasons for this need furtherinvestigation.––Positive student feedback to the additional formative assessment tasksand feedback on their progress to students.––Positive student feedback to course support changes (text and DVD).Recommendations arising from the ART projects include:––Continuation of support for staff engaged in seeking to improve thestudent learning and teaching experience.––Ongoing provision of appropriate infrastructure.– – Development of a transition program to prepare students fora student-centered higher education engagement.Page 86