learning - Academic Conferences Limited

Maria-Jesús Martínez-Argüelles et al.
Table 5: Assessment on the degree of personalization of feedback (number of men)
Man A B C D Total
Excessive 0 0 0 0 0
Accurate 2 2 3 8 15
Insufficient 2 0 0 1 3
Total 4 2 3 9 18
Finally, as a way to try and capture the students' point of view on methods used to give feedback, the
following listing shows the answers to the questionnaire's open question where they were asked to
give their opinion on “how to improve the feedback received in the subject”. Reading these opinions
suggests some aspects that, we think to be very interesting as for example:
It seems that even though rarely students give critical opinions about the dynamics in the
classroom, this does not mean that they do not have a critical view about teaching practices that
can be more useful to them. And, when asked, they give interesting answers (at least some of
them).
All the given opinions go in the line of claiming for a major degree of personalization.
Students prove to be very practical and pragmatic in the sense that they value, above all, the
usefulness of feedback received, much more than the type of feedback or the channel (audio,
video, etc.) used.
4. Conclusions
As conclusions from the experience we want to outline the three most relevant ideas that students
evidenced on the importance and need of receiving feedback:
In general, students give more importance to feedback in an on-line learning than in an in-person
learning context.
Students give more importance to quality of feedback and the degree of personalization rather
than to the amount or the moment they receive it. But, above all, they give importance to the fact
of receiving the feedback from the tutor.
Comparing average scoring given by men and women, there are some clear differences between
men’s and women’s opinion concerning some of the assessed issues. Particularly, women give
more importance to the degree of personalization than men.
And, on the other hand, when assessing the concrete experience with subjects and groups where
feedback based on several channels (audio, video or screen-shots) were used, their opinions show
the following:
In no case, students consider excessive or inaccurate the feedback received. On the contrary,
some of them (in this case only women) considered it was insufficient.
Students value, above all, obtaining clear messages, in which the explanation to their mistakes
are perfectly explained. That is to say, the feedback that, according to the identified dimensions,
aggregates the semantic dimension 2 and 3.
Students show to be very pragmatic as they value, above all, the feedback received, much more
than the type of feedback or the channel (audio, video, etc.) used.
Independently of the channel used, the fact to be able to consult in different moments the
feedback given to a particular activity and, even, that it can be printed out is positively judged by
students.
The average student is usually one that adapts him/herself to working conditions in each subject.
Thus, despite the fact that conditions and tools are improvable, often he/she does not suggest or
claim other options or resources. But, once he/she discovers (or is shown) that there can be other
tools such as videos, personalised messages, particular corrections, etc., he/she gets used to
them and claim them when he/she does not find them.
In conclusion, it seems that students valuate very positively personalised feedback and this has a
facilitating effect on learning, as well as on motivation. But, according to opinions expressed by
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