FALL 2020: Collecting Learner Feedback and Applying the Results

Published by Brett Christie, PhD
on Oct 15, 2020

5 Techniques for Collecting Learner Feedback and Strategies for Applying What You Learn (Run time: 30 mins)

Recently, O’Donnell Learn CEO, Carrie O’Donnell and I began hosting short webinars to address critical issues higher education faculty are currently facing. Our aim is to provide concise, actionable resources to help faculty create a more successful learning experience, particularly in the context of this semester’s challenges.

Our most recent webinar, 5 Techniques for Collecting Learner Feedback and Strategies for Applying What You Learn was so well-received, we’re making it available here for easy and continuous reference. Now is the perfect time to implement these techniques. We’re far enough along into the semester for students to have a feel for a course, materials and expectations yet still early enough to realize the benefits of taking action on the learner feedback now.

The five techniques we presented were a mix of asynchronous and synchronous activities, designed to gather feedback of varying depth. All are easy to implement and yield informative data you can address quickly for improved student success.

Overview of Methods:

  1. Feedback Survey – online closed and open-ended questions
  2. Continuous Survey – ongoing, for a specific period of time
  3. Real-Time Pulse Survey – live, in the moment
  4. Open-Ended Feedback – use commenting/popup apps to encourage onscreen responses
  5. Facilitated Small Group Discussion – most depth, facilitated by outside individual

We recommend collecting feedback early-term (e.g., 4th week) over mid- or end-of-term because it enables students to provide input specific to their initial experience. At the same time, this also demonstrates that student success matters and that their feedback is welcomed. Both are excellent factors for increasing student buy-in.

Our next webinar Keeping Learners on Track with Low-Stakes Assessment will be on November 4th at 12 pm ET. Join us live to ask questions and interact with peers. Sign up to receive registration information when it’s available.

Leave a Reply

Your email address will not be published. Required fields are marked *

INSIGHTS

Resiliency in the Now Normal: Spending for Sustainability and Scale is Key

Published By Carrie O'Donnell
on Apr 22, 2021

Earlier in April, Matt Reed proposed the best use of the $12B included in President Biden’s infrastructure legislation for updating infrastructure in community colleges, would be “ways that situate colleges to be more resilient in future economic headwinds.”  For those of you unfamiliar with Reed, not only does he write the “Confessions of a Community College Dean” blog on Inside Higher Ed, nearly 18 years of his career has been in community college leadership positions. Dr. Joshua Kim, director of online programs and strategy at Dartmouth College, fondly refers to him as “Dean Dad.” In fact, Kim penned a response in support of the infrastructure spending recommendations Reed made in his post and offered an additional recommendation of his own: learning designers. 

Learn While Doing: Course Innovations in Real Time

Published By Brett Christie, PhD
on Mar 30, 2021

We recently learned there are approximately 20,000 learning designers in the US compared to over 1,500,000 faculty creating online courses. Additionally, a study we conducted last summer with 475 higher ed faculty revealed: Nearly half were simply mirroring their face-to-face instruction, Only 22% were designing their courses differently for online, More than 40% had never taught online or had only taught online for one to two terms. But here’s an even more startling fact: faculty were spending nearly 49 hours prepping an online course for the first time. Converting an existing course for online? Twenty-three hours.