Creating an Feedback that Students Read
Though we can learn about feedback and its different methods, the biggest challenge I face is that students do not read their feedback.
On a regular basis I have students inbox me questions that have been responded to in my feedback. In the past, I would reiterate the feedback but then realized I was not teaching the students to use this valuable resource. My current response to students is, "Please refer to your feedback for detailed information regarding your grade. If you still have questions, after reviewing this important resource, please be specific in your question(s) when you write back.". This has worked best for me thus far, as students will write back and thank me for the referral to the feedback, however it has also backfired where students will accuse me of not wanted to answer their questions.
Has anyone found a way, to ensure students are reviewing their feedback fully, that works for them?
Karen,
When students ask about something I've already told them, I tell them to go back and check the feedback. I quit repeating myself. It only trains them that they don't have to check the feedback. I also use Jing and record my voice and show them their paper or whatever the assignment it is and then send them the recording. They can watch and hear my feedback within 5 minutes. If they ask questions later about the same thing, I tell them to go back and review (listen and watch) the feedback I've already given them. Put the responsibility on them.
I do the same thing now, as I mentioned in one response. I felt that I was doing too much "hand holding" even for a first term class, as I was not setting them up for success and to be able to utilize the resources (including weekly and assignment feedback) properly. I also have my weekly chats recorded, however this has caused some push back as well, with some students complaining that I am not willing to help when they ask a question.....unfortunately this is not mentioned until end of term surveys, not giving me the ability to share with them that part of the learning process [especially online] is to seek out information on their own - especially feedback.
Thanks for your insights.
kam
Karen,
Good point. We have to be careful about "hand holding" and "spoon feeding" as we need students to be able to "stand on their own." Thanks for your input.
I have often had a difficult time balancing "hand holding" and allowing students to find their way. As I'm sure you know, the level of hand-holding required varies not only between institutions, but within a given course. In the past, I have made the assumption that college students should not need their hands held, but I have recently begun tilting the other way by providing templates illustrating how assignments should be completed due to numerous students completing assignments incorrectly or incompletely. Does this qualify as hand holding?
Donnie Burnette
Donald,
I think we need to move away from hand holding and spoon feeding and move more toward students taking responsibility. I think templates help students and provide a guide for them. This is not too much hand holding.
I agree, but it is a trap many fall into when they first start teaching online - well, at least I did. I "let them go" more in face to face than when I first started online, however now (7 years later) I believe my balance is better.
Thanks for your response. :-)
kam
Karen,
Oh yes, I made several mistakes my first few years. It's a learning curve on how to teach online. We get better with time.
Thanks!
Karen,
Normally I provide the feedback to students and point out to contact me in order to discuss further any issue/question students might have. Let me tell you that they do have lots of questions and in many instances I have the answers to those questions with specific page number from the book. There are other opportunities that I need to get back to them to provide with a better explanation.
Now, I agree that providing feedback in accounting and finance courses is easier than other courses.
Thanks for your response Broderick, however I do all the "right things" they just do not seem to work for me in first term classes. I continue to get to make it work, however term by term it is different.....sometimes students actually read feedback and follow what is written, sometimes they don't and sometimes its a little of both - lately it has been lots of the first.
Happy New Year
kam
Broderick and Karen,
Thanks for continuing the conversation about providing feedback to students. We have to keep providing meaningful feedback to help the students improve. Also, feedback in certain courses may be easier - you're right. Thanks!
Karen,
Each course is different just as the students are different in every class. That's why we share our content with students in various ways. Thanks!
After reading through this thread, one thing I noticed is that no one has addressed how to handle those students who do not respond in a positive manner to the suggestion of refer back to the feedback provided. I've had students who also become defensive when I don't provide them the answers they desire to their inbox questions. How do you handle those types of responses?
Sarah,
What are "inbox questions?" My feedback on assignments comes with the rubric and the criteria (which the students had before they did the assignment), so there is little "wiggle room." That's helps. Thanks!
