learning - Academic Conferences Limited

Rachel Fitzgerald
understand, although the classroom discussion and the small number of requests for transcripts
indicate otherwise –this requires further evaluation.
A small number of students (that submitted work) did not access their feedback, of these just two
requested a transcript –this is curious as there is no other way to access the grade. I suspect that
these students will access their feedback closer to submission date for the next assignment and
will include this as part of my observation in the next cycle of research.
Figure 2: Graph of hits on feedback on VLE over December 2010
7. Evaluation of the survey
The survey was completed by 51 students, less than half of those enrolled on the module but a
reasonable number for a general consensus, the survey returned both quantitative data as well as
qualitative.
QUESTION 1: DID YOU LISTEN TO THE FEEDBACK ON YOUR FIRST ASSIGNMENT?
Figure 3: Representative of responses to question 1
Although the report indicates that a number of students did not access their feedback, in the survey
there was only one negative response. This is a limitation of this cycle that needs to be looked at in
further detail, a further cycle should consider whether the students just do not engage ever or if they
are just waiting until it is required for the next assignment.
QUESTION 2: IN COMPARISON TO OTHER FEEDBACK THIS METHOD IS DIFFERENT; DID IT
FEEL MORE PERSONAL TO YOU?
The students on this module normally receive traditional written feedback from other tutors so
answers to this question indicate high approval from the students for the personal aspect of the
feedback. They receive feedback in a personal folder; the audio was personally addressed to them
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