Click here to register for this session.In this presentation, Ashford instructors Cheri Ketchum, Daria LaFave, Chelsey Yeats, and Elaine Phompheng report on the results of research performed in 2018 on the impact of video feedback on student retention, performance, and evaluations of instructors. While no significant impact was found in that study, this opened the door to a larger question about how "feedback literate" our students are and what type of training might be necessary to ensure that they fully realize the benefits of the feedback they receive. While Ashford spends a significant amount of time discussing best practices for feedback from instructors, it will be argued here that we could benefit from providing students with more training on how, when, and why to use instructor feedback. We will review some research on the idea of feedback literacy and how we can encourage its development.
Equity issues will be addressed as we believe that there is an assumption that students come to Ashford with a set of skills, including how to process instructor feedback. We have an opportunity (and perhaps obligation) to help students form stronger feedback literacy skills and believe additional training should be available for students who struggle with processing feedback. We advise that the first few classes assess students on their feedback skills, reinforce the importance of reading instructor feedback, and provide resources and teach strategies on applying it for continued improvement.
Learning Objectives:
Attendees will learn about the idea of "video literacy" and some specific techniques we can use to teach this important skill to students. Without students knowing what to do with our feedback, it will not be very useful to them. This could lead to frustration for both them and the instructor providing the feedback. The presentation is a call to action for more overt training for our students about how, why, and when to use the feedback they receive from their instructor on their academic work.
