The information a student receives after they have completed a piece of work is often known as “feedback” and this can be provided in a range of formats. Despite its importance, results of the National Students Survey in the UK consistently suggest that feedback is an area where significant improvements are needed across the higher education sector. The purpose here was to explore and advance a better understanding of the way feedback is given by lecturers as part of teaching and how students perceive and use it in their learning.
In all, three methods were used for data collection in 2010‐2011. First, semi‐structured interviews with 52 students helped to acquire a preliminary understanding of their feedback experiences. Second, a questionnaire completed by lecturers helped to identify their feedback provision methods. Third, a questionnaire completed by 194 students across all year groups helped to obtain their views about the usefulness of various methods of feedback provision.
A content analysis of the data shows the main methods used in Part 1 to provide feedback on assignments are verbal 1:1 and generic feedback in the classroom. The main methods used in Part 2 to provide feedback on assignments are comments written on the submission or a separate sheet. In Part 3, the main methods used to provide feedback are generic feedback given in the classroom; verbal 1:1; a standard template; and comments written on the submission or a separate sheet. However, a majority of students responding to this research prefer one‐on‐one and personal feedback which can clearly be time‐consuming for lecturers.
The originality here lies in the use of multiple methods to ascertain feedback practices from both the perspective of its provision by lecturers and its use by students.
