Abstract
The National Student Survey in the United Kingdom found that students are often dissatisfied with the feedback provided from their university courses. Student from large and diversified cohorts are often disengaged from learning through feedback due to the lack of transparency, accuracy, consistency, and timeliness in the feedback provided to them. Acknowledging these challenges and the complexity of the learning process, it has been a continuous pursuit to determine what constitutes to an effective feedback for students. Feedback for students in higher education is commonly delivered in written format, which is also considered as a more conventional method. Another mode of delivery is the application of programmed instructions via virtual learning platforms such as BlackBoard and Moodle to provide immediate and automated feedback to students. This study aims to share the successful implementation of a video feedback strategy currently practiced at the Department of Chemical Engineering at the University of Manchester. The presentation of this study will highlight the impact of video feedback on student engagement and share key findings from other innovative feedback strategies practiced in higher education. This study has the intention to provide educators meaningful insights on the benefits and limitations of the discuss feedback strategies so that educators will have the opportunity to implement these feedback methods in their respective courses.
Author Information
Wennie Subramonian, The University of Manchester, United Kingdom
Ebadur Rahman, The University of Manchester, United Kingdom
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