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Delivering the link : using student feedback studies to improve student learning in dissertation studies

Wilkinson, Sara J. 2003, Delivering the link : using student feedback studies to improve student learning in dissertation studies, in Proceedings of the 2003 Building the Link Conference, Oxford Brookes University, Oxford, England.

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Title Delivering the link : using student feedback studies to improve student learning in dissertation studies
Author(s) Wilkinson, Sara J.
Conference name Building the Link. Conference (2003 : Oxford, England)
Conference location Oxford, England
Conference dates 8-10 Sep. 2003
Title of proceedings Proceedings of the 2003 Building the Link Conference
Editor(s) [Unknown]
Publication date 2003
Conference series Building the Link Conference
Publisher Oxford Brookes University
Place of publication Oxford, England
Summary Student feedback is essential to enable lecturers to understand whether attempts to improve learning and education experience lead to improvement (George and Cowan, 1999; Gibbs, 1993). Current UK practice relies largely on end of module questionnaires to feedback levels of student satisfaction (Cowan, 2002), however there are inherent weaknesses in this approach; it seldom leads to change for that particular cohort; it relies on uncorroborated opinion, and finally, it may derive from superficial feedback from a minority of students with the remainder suffering from questionnaire fatigue.

This research project involved a cohort of final year building surveying students at Sheffield Hallam University, in England, who were undertaking a dissertation in two modules. During 2002/3 the use of Blackboard software had also been adopted by the module leader as an educational tool to support student learning in the module. The lecturer wanted to identify how students used Blackboard and what they thought about the most appropriate use of the medium. The research methodology sought to redress some of the issues identified above with student feedback, regarding timing of feedback, implementation of change during the teaching period and the lack of depth in the data. Using principles adopted by Angelo and Cross (1993), this research formatively evaluated student perceptions and levels of satisfaction with the dissertation module, the teaching materials, the workshops, the supervisory arrangements and relationships. This paper presents the findings of the research and illustrates the changes that were made during the year and the student’s views of these changes. The paper demonstrates how linking teaching with research has been delivered at Sheffield Hallam.
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2003, Oxford Brookes University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30022416

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.