How to Improve the Student Feedback Process: A Case Study within the Built Environment

Abstract

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.