Purpose

Feedback is usually given for the primary benefit of the feedback recipient and often involves the unidirectional delivery of information. The purpose of this paper is to reverse this emphasis and examines the impacts on students of giving feedback to staff as an ongoing dialogue in the delivery of a teaching unit.

Design/methodology/approach

This novel study uses surveys and focus groups for an in-depth case study of the impact of students giving feedback to staff. It examines different aspects of students’ experiences related to their sense of being supported and valued, together with issues of relevance, timeliness and the actionability of feedback.

Findings

Results show that the regular giving of feedback by students and their subsequent academic actions can help increase students’ sense of being supported and valued. The strongest correlations occurred between the responses of those who felt valued and supported and their perception that their own feedback was acted upon during the semester. There is also some evidence suggesting that students felt valued when observing that other students’ feedback was acted upon either immediately or in the future.

Research limitations/implications

The single case study approach to this research means that only one cohort of students was tested. Research on further cohorts would help to validate the findings.

Practical implications

This study could have implications for teaching quality and practice in better directing, communicating, engaging and following up on student feedback.

Originality/value

Whilst the benefit to the staff of student feedback is well documented, there is little evidence documenting benefits to students. This study addresses this gap in existing research.

中文翻译：

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探索作为教学反馈提供者对学生的影响

目的

反馈通常是为了反馈接收者的主要利益而提供的，并且通常涉及信息的单向传递。本文的目的是扭转这一重点，并研究向教职员工提供反馈作为教学单元交付过程中的持续对话对学生的影响。

设计/方法/方法

这项新颖的研究使用调查和焦点小组对学生向教职员工提供反馈的影响进行深入的案例研究。它考察了与学生被支持和重视的感觉相关的学生经历的不同方面，以及相关性、及时性和反馈的可操作性问题。

发现

结果表明，学生定期给予反馈以及他们随后的学业行为有助于提高学生的被支持和被重视的感觉。最强烈的相关性发生在那些感到受到重视和支持的人的反应与他们认为自己的反馈在学期内被采纳的看法之间。还有一些证据表明，当观察到其他学生的反馈被立即或在未来采取行动时，学生会感到受到重视。

研究限制/影响

这项研究的单一案例研究方法意味着只有一组学生接受了测试。对进一步队列的研究将有助于验证这些发现。

实际影响

这项研究可能会对教学质量和实践产生影响，以更好地指导、交流、参与和跟进学生的反馈。

原创性/价值

虽然学生反馈对工作人员的好处有据可查，但几乎没有证据证明对学生的好处。本研究解决了现有研究中的这一差距。