Postgraduate Perspectives on E-feedback

This research project examined the assessment feedback method used for summative coursework on a postgraduate, blended learning programme within the Institute of Health and Society. The aim was to determine if and how the introduction of electronic feedback changes the way students interact and learn from feedback. This study was undertaken with the participants from four student c ohorts from the same Master’s degree programme. An electronic survey questionnaire with primarily open -ended questions was utilised to collect qualitative data about their learning exper ience and the proposed changes. Data was analysed for thematic content using the principles of grounded theory. Responses were analysed manually for key words or sentences, phrases and themes. Codes were applied and then sorted into category schemes. Responses were received from 28 students. Data analysis of the questionnaire responses identified 22 codes. The codes were further analysed to identify simple category schemes, these were identified as relating to convenience, timing, the student’s processing of feedback, contact with the tutor or about the actual comments given in the feedback. 10 of the responders had received electronic feedback via the student online learning environment (SOLE) system via one of the trial modules. 17 responders had not received electronic feedback via the SOLE system. Results highlight the importance of timely feedback within modular postgraduate study and the importance of regular access to face-to-face tutorial contact with academic staff. Electronic feedback has the potential to allow students more time to review and engage with feedback and to deliver many benefits that are perceived as convenient and timely, however it is still perceived by some as impersonal and offering no added benefits when compared to handwritten feedback. The main recommendations are to use e -feedback on all modules within the postgraduate programme whilst formalising the offer of face to face or telephone feedback tutorials to maintain personal contact. Formative feedback sessions within modules should continue to be developed, building reflective skills of learners en couraging both self and peer assessment