It is widely recognised that learner feedback is an important source of information to develop recommendations for action and thus support further development and improvement of learning conditions, processes and achievements of intended learning outcomes. Learner feedback is particularly valuable because it opens the opportunity to make real-time, short- and long-term, adjustments to the learning and teaching strategies, pre-conditions and processes. Learners tend to have a wide-ranging view of how educators structure, monitor and facilitate learning activities, but their feedback can also highlight aspects that only need more clarification. This allows educators to take action to improve and help (re)centre the learning process towards the learners (their learning profiles and needs (shift from teaching to learning).
It is easy to collect and analyse learner feedback, for instance, using the “Feedback activity” in Moodle, which allows educators to create and conduct surveys to collect feedback or using (Classroom Response Systems (CRS), e.g., Kahoot, Socrative, etc., in class or in digital context. Examples of questions can be:
- Was the teacher competent? Was the teacher well prepared?
- Which activities in the course did you enjoy the most/least?
- What is one change of the course that you would like to see?
- Do you have supportive classmates?
- Did the course fulfil your expectations?