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Promoting reflective dialogue through group analysis of student feedback

Conference Paper


Abstract


  • This paper describes an activity intended to promote scholarship of teaching through small-group discussion of feedback from

    students. There is a paucity of literature on group reflection of student feedback which this paper aims to address. Reflection on

    teaching is often a lone activity but this Australian Learning and Teaching Council (ALTC) supported project afforded the

    opportunity for group reflection by teachers from five institutions during our first project workshop. To provide the data for group

    analysis, students from the participating institutions completed a survey designed by the project team. A workshop activity was

    devised in which groups analysed the qualitative survey responses and derived principles for learning and teaching based on

    their reflection. Evaluation of the activity included workshop participant evaluation forms, feedback from the ALTC project team

    and evaluator; and the principles developed during the activity. A notable measure of the activity’s impact is that most

    participants stated that as a result of the workshop, of which this activity was a significant part, they intended to change

    something about their own teaching

UOW Authors


  •   Jarrett, Lorna
  •   Field, Damien J. (external author)
  •   Koppi, Tony J. (external author)

Publication Date


  • 2010

Citation


  • Jarrett, L., Field, D. & Koppi, T. (2010). Promoting reflective dialogue through group analysis of student feedback. Proceedings of the 16th UniServe Science Annual Conference

Abstract


  • This paper describes an activity intended to promote scholarship of teaching through small-group discussion of feedback from

    students. There is a paucity of literature on group reflection of student feedback which this paper aims to address. Reflection on

    teaching is often a lone activity but this Australian Learning and Teaching Council (ALTC) supported project afforded the

    opportunity for group reflection by teachers from five institutions during our first project workshop. To provide the data for group

    analysis, students from the participating institutions completed a survey designed by the project team. A workshop activity was

    devised in which groups analysed the qualitative survey responses and derived principles for learning and teaching based on

    their reflection. Evaluation of the activity included workshop participant evaluation forms, feedback from the ALTC project team

    and evaluator; and the principles developed during the activity. A notable measure of the activity’s impact is that most

    participants stated that as a result of the workshop, of which this activity was a significant part, they intended to change

    something about their own teaching

UOW Authors


  •   Jarrett, Lorna
  •   Field, Damien J. (external author)
  •   Koppi, Tony J. (external author)

Publication Date


  • 2010

Citation


  • Jarrett, L., Field, D. & Koppi, T. (2010). Promoting reflective dialogue through group analysis of student feedback. Proceedings of the 16th UniServe Science Annual Conference