Benefits and Importance of Feedbacks
Discuss about the Management Of QUTIC College.
Feedbacks are the term that can be used for describing any data or information. This can also be used for criticizing any of the prior action from an individual that has been communicated to another individual. This information and data can also be used for improving and advancing the further actions (Reynolds 2013). The below-presented report is focused on the significance of feedback in teaching and learning. The further report comprises the description of the how the QUTIC management can make use of feedback from the students for improving performance.
Feedbacks are the description of any of the data or information or it can also be any criticism on the action of any individual that has been communicated to another individual and further information will be used for making advancements and improvements in the actions or behaviors (Weaver, 2006). Feedbacks occur when environment reacts on to an action or behavior. For instance, in the given scenario QUTIC the students are asked to provide feedback on various aspects so that the college can make use of these feedbacks for making required improvements and advancements in the performance. Under this, a data or information is exchanged and this exchange involves both performances expected and exhibited. Feedback is indispensable for the working and survival of all the regulatory means and mechanisms found throughout the living and non-living nature and systems that are developed manually and examples are educational system and economy.
As the feedback is the mechanisms that have been designed for enhancing the students, providing feedback at the end of the learning or module will provide them with the knowledge that where they were wrong (Ghazal, Gul, Hanzala, Jessop & Tharani, 2014). And hence it is noted that one of the best benefits of feedback is that the students will be the knowledge about their mistakes and errors and will also get a chance to make improvements and advancements. Feedback is considered as a continuous processes of communication that isrequired to be executed with the students on their works and tasks are done. Moreover, feedback from the students also will be proven beneficial for the college in various aspects. As mentioned in the present scenario it has been observed that the students are provided with questionnaires and tally sheets for providing their feedback on various aspects (Vanderbilt 2017). The feedbacks are required to be considered as significant and this will make them feel important
Different Types of Feedbacks
Feeling important will make the students in bringing an increase in their efficiency and dedication level. The feedback will be treated as the information or the data provided by the students on the learning provided by the tutors (Sheffield 2017). Feedbacks can also be considered as the intended learning outcomes for the course or the knowledge that is provided by the tutor. The feedback can also be considered as the tools that will be aiding the tutors in developing teaching plans, how to provide proper guidance and required knowledge to the students. The feedback will also help the tutors in analyzing the errors made and thus will be aid in rectifying them in an easy manner. The developments and enhancements in the learning style are the final outcomes of the provided feedback.
One of the most challenging aspects that will aid the tutors and the management of QUTIC is the different types of feedback. After analyzing the given scenario it has been noted down that the management of QUTIC has provided questionnaire and tally sheet. There are various types of feedbacks that can be used by the management and will be proven useful for the students while the process of learning (Gaudreau, Trust & Liu, 2016). There are 9 major types of feedbacks that can be used by the management for generating the data and this will also bring advancements in academic performance:
- Questionnaire: Asking questions can be considered as a good method for making the involvement of learners in conversations about the work they are assigned while answering questions learners many times reflect the procedure of the task or the work they have been allocated which will bring the comprehension into a deeper level. Questions can also be asked for the varied range of purposes when providing feedback and can also be utilized for clarifying the thoughts of the learners (Panhoon & Wongwanich, 2014).
- Appreciation- students are acknowledged by the positive reviews they receive from the academic management (Cajander, Daniels, Peters & McDermott, 2014). Appreciation motivates students to perform in their academics. It makes them aware of the capabilities they have and how to use them effectively. Comments that are received during an appreciation provide the positive impact on the students.
- Payback-This is implemented for students so that they can review what the learners have responded to. Students can retrieve the information that they have gathered from their tutors. The students have to agree on the teachings that have been provided to them.
- Links to resources- Students can share the information that is provided by the lecturers. This will facilitate them to introduce new subjects and to receive as much knowledge as possible. Link to resources will also help students to create notes that can be useful to clear their examinations. Link to resources will be beneficial for a student to get the appropriate answers.
- Providing next steps- The tutors provide extra knowledge to the students by recommending them to view different online tutorials and watch youtube videos. Tutors believe that by watching online tutorials students can examine themselves for a particular subject (Chan, 2015). Students can also receive feedback regarding the tutorials they watch.
- Providing Guidance- Career suggestions advise, and encouragement is given by the tutors. It is important for the students to take effective decisions for their career growth. Guidance is also a kind of reminder for the students to opt for the necessary courses.
- Facilitators connecting learners- Social interactions are one the best way to share views within a community. Academics play an important role in the lives of students which needs to be enriched by the set of knowledgeable teachers and other staff members.
- Providing encouragement- Most of the time students need the motivation to perform better in their academics. They need someone to make them realize the talents they have and what all factors they have in their life which provides them positive impact on their academic career.
- Sharing personal experiences- The students and tutors must share their experiences that will contribute to the academic success of an individual. The students can share about the performances they have during their examinations. On the contrary, tutors can share their experiences regarding the learning ones. This will help students to concentrate more on their academic career.
After analyzing all of the above types of feedbacks it has been evaluated that Questionnaire is one of the best methods that can be used by the management of AQUATIC for improving the performance.
As discussed above, feedback is the most important part for the students to enhance the efficiency of the students. However, students are not able to cope up with these feedbacks. Most of the times students are not able to understand the importance of these feedbacks and other time they are not able to implement better learning strategies. Some of the students do not find a learning opportunity when it comes to the analysis of feedback. The complexity of feedbacks provides uncertainty in the learning procedures adopted by the students. Communication is the main reason when understanding a tutor’s feedback. The students and teachers have to effectively interact to discuss the issues regarding understand feedback. Students get afraid of the teachers or feel embarrassed when asking questions from their teachers. This increases the complexity of the study courses for the students. The crucial part of understanding feedback is to analyze their importance in the career of students. Students must ensure that they collect essential academic notes from their teachers and also attend the doubt classes whenever required.
References
Cajander, Å., Daniels, M., Peters, A. K., & McDermott, R. (2014). Critical thinking, peer-writing, and the importance of feedback. In Frontiers in Education Conference (FIE), 2014 IEEE (pp. 1-7). IEEE.
Chan, S. (2015). 2.6. Improving the dynamics of feedback through deploying mobile technology-enhanced learning during pre-apprenticeship. Architectures for apprenticeship, 113.
Gaudreau, C, Trust, T & Liu, W, (2016). [Online]. 9 types of feedback to boost students engagement, Retrieved from: https://elearningindustry.com/9-types-of-feedback-boost-student-engagement
Ghazal, L., Gul, R., Hanzala, M., Jessop, T., & Tharani, A. (2014). Graduate students’ perceptions of written feedback at a private university in Pakistan. International Journal of Higher Education, 3(2), 13.
Leibold, N., & Schwarz, L. M. (2015). The Art of Giving Online Feedback. Journal of Effective Teaching, 15(1), 34-46.
Panhoon, S & Wongwanich, S, (2014). [Online]. An analysis of teacher feedback for improving teaching quality in primary schools, Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877042814009197
Reynolds, L., (2013). [Online]. Giving Student Feedback: 20 Tips To Do It Right. Retrieved from: https://www.opencolleges.edu.au/informed/features/giving-student-feedback/.
Sheffield, (2017). [Online]. Feedback, Retrieved from: https://www.sheffield.ac.uk/lets/toolkit/f-a/1.209066.
Vanderbilt, (2017). [Online]. Teaching Problem Solving. Retrieved from: https://cft.vanderbilt.edu/guides-sub-pages/problem-solving.
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394.
Yengin, I. (2017). Importance of feedback in teaching, communication and information systems for learning. Komunikacija i kultura online, 1(1), 309-317.
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