Soliciting Student Feedback

The course "Dynamic Online Teaching" talked about the significance of collecting student feedback and implementing changes accordingly. I have done this in a few different ways in my courses. I now include "Muddiest Point" check-ins (shown below) and ask students to share any ideas they might need clarification on. These are completely anonymous, so that students don't have to feel embarrassed about expressing confusion or a lack of clarity. I like the Padlet format because students can post their thoughts on virtual "sticky notes" and I can respond to them individually. They can also see that others might be struggling with similar concepts, which may make them feel less alienated. From these types of activities, I have been able to identify issues and address them in review lessons to help make sure everyone is on track.

Another way in which I solicit student feedback is through anonymous surveys. I do these at the beginning, middle, and end of the semester. The questions I ask revolve mainly around how the course is going for students and what suggestions they have to improve it. Based on the responses, I then strategize ways, often with the group, to make the learning experience better for them. Though it can be scary to open your course to feedback, student feedback has been crucial in making me a more effective online teacher. Here are a few examples of student suggestions that have been game changers:

• Create online study groups using Canvas so students can check in with each other
• Provide intro videos at the beginning of each learning unit, so they can be given a visual/auditory tour of what the coursework is each week
• Record online office hours, so students who are unable to make them can go back and watch
• Open modules early and shift deadlines, so students can have two complete weekends to complete coursework