Enhancing quality and student satisfaction through early feedback: A pilot study

Authors and presenter*

• Alice Rota-Bartelink, The Wicking Dementia Research and Education Centre, CoHM*

• Alison Canty, The Wicking Dementia Research and Education Centre, CoHM

• Cassandra Thomson, The Wicking Dementia Research and Education Centre, CoHM

• Jacqueline Leung, The Wicking Dementia Research and Education Centre, CoHM

• Stephen Myers, The Wicking Dementia Research and Education Centre, CoHM

• Melissa Abela, The Wicking Dementia Research and Education Centre, CoHM

Abstract

This presentation introduces the STaR: Student Thoughts and Reflections survey: a proactive feedback initiative piloted at the Wicking Dementia Research and Education Centre to enhance online teaching quality and student satisfaction. Unlike end-of-semester evaluations, this mid-semester survey allows for real-time improvements that benefit the current cohort. Based on the UTAS Supporting Student Agency in Unit Learning (SSAUL) model, it collects voluntary, anonymous feedback through four open-ended questions that explore the effectiveness, areas for improvement, learning enhancements, and real-world relevance of the unit. Conducted during Week 5 of Semester 2, the pilot included three undergraduate and one postgraduate unit.

Feedback received indicated that students appreciated the engaging teaching staff, comprehensive content, and diverse learning resources, but suggested improvements in translating theoretical knowledge into practical real-world applications, clearer assessment guidance, and enhanced opportunities for online interaction. These insights were shared with students in Week 7 through a video presentation, closing the feedback loop and outlining responsive actions. In response, between week 7 and 13 of the same semester, teaching staff introduced more case studies and real-world scenarios, streamlined assessment instructions, and enhanced online tools and activities for better interaction.

Mid-semester feedback supports timely adjustments that enhance teaching practices and student satisfaction which positively impacts end-of-semester evaluations, particularly for new teaching staff (Taylor et al., 2020; Byrne & Donlan, 2020). Despite limited research on mid-unit feedback, this approach enables significant, beneficial changes to the educational experience. The pilot's outcomes will guide the potential broader implementation of mid-semester feedback across all units, aiming to create a more adaptive and responsive educational environment.

References

Byrne, V. L., & Donlan, A. E. (2020). Presenting a Validated Mid-Semester Evaluation of College Teaching to Improve Online Teaching. Online Learning, 24(2), 94-110. https://doi.org/10.24059/olj.v24i2.2126  

Taylor, R. L., Knorr, K., Ogrodnik, M., & Sinclair, P. (2020). Seven principles for good practice in midterm student feedback. International Journal for Academic Development, 25(4), 350-362. https://doi.org/10.1080/1360144X.2020.1762086