Improving teaching and learning: the perceptions minus expectations gap analysis approach

Abstract

The most commonly used method ‐ the use of a formal questionnaire, administered at the end of term or end of semester ‐ is not useful for generating continuous improvement in the short term. Aims to explain the perceptions minus expectations gap analysis approach to obtain informal feedback from students and use it for formative purposes. Summarizes the reasons for the increased interest in student feedback. Describes the process of obtaining feedback to generate the perceptions minus expectations gap. Presents evidence to show that the key factors that aid or hinder learning are situational. Finally, gives an example of the application of gap analysis.