Finger on the pulse: establish a culture of communication for better feedback

Real-time evaluation of student experience is often limited to performance in assessment tasks. Embedding communication in-course allows academics to seek and receive feedback, but also to respond to student concerns and welfare in real time. Unfortunately, students seem to struggle to engage with tools such as discussion boards.

Students now engage in more paid work, internships and community service than ever before. They have conflicting priorities, including rising costs of living, raising children and caring for their families. Student demographics are also changing – there are increasing numbers of part-time, mature and neurodivergent students.

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Traditionally, educators hold student evaluations after completion of a course, when the learning objectives have already been achieved (or not). They can then use this feedback to inform modifications to future classes, but the students who provided it won’t directly benefit.

These retrospective mechanisms often produce vague, overly general feedback and can also be plagued by poor response rates and the love or hate effect of non-response bias. So how can educators implement an authentic, prospective approach to feedback that values not only academic performance, but also student experience and well-being?

How to encourage students to join the discussion

Communication and feedback mechanisms can be as simple as asking students “How are you feeling today?” or as complex as targeted surveys of student experience. Here, I discuss some helpful strategies for engaging students in constructive communication.

• Make it anonymous: Social anxiety is real and prevalent, and students live perpetually in terror of asking the stupid question. Fear of retribution by those in control of their grades can also discourage students from honest, constructive feedback. Anonymity in feedback can encourage participation, but it is important to consider traceability in the event of misuse or serious welfare concerns. External tools (such as Padlet or Mentimeter) can help separate feedback and grades, and reassure students that there will be no reprimand if they leave less than positive comments.
• Explain your goal: If you are establishing a communication platform that will be active throughout the study period, introduce it at the start of teaching and clearly explain what you are hoping to achieve. Introduce any ground rules or features of the platform – for example, whether comments are anonymous or any topics that should not be raised via this channel, such as grading grievances.
• Break the ice: Demanding that students provide meaningful feedback can be an intimidating request. Labelling a communication mechanism as a feedback channel will restrict participation to those students who, consciously, have formal feedback to provide. However, the most valuable feedback often comes in the form of comments that are not consciously intended as feedback at all. Instead, set a conversational tone by starting with casual question prompts (“What is your karaoke song?” “What would you select as your last meal on death row?”). These questions also represent an opportunity to share a little of yourself. Allowing students a small insight into your own life, interests and struggles builds rapport and approachability.
• Maslow before Bloom: Students are people first and students second. No one can learn effectively when their grandma is dying or they are behind on their rent. Checking in on student well-being projects a powerful message that their well-being matters and that you care. You don’t need to push for details, but instead can direct students to support resources or services, adapt class activities to cater to student sentiment and make accommodations that increase well-being and success.
• Don’t add to students’ to-do list: Integrate feedback mechanisms as part of existing tasks, so that you are communicating with students when they are already engaged. Don’t expect students to log on in their own time or under their own motivation as this often results in overrepresentation of students who are either exceedingly happy or desperately unhappy. Instead, allocate five minutes at the beginning of class for flash feedback.
• Read, listen and act: Be sure that students know you have heard them and that their voices matter. Get to know your class – celebrate their achievements and commiserate with their struggles. Where possible, act on feedback provided and announce to students that you have done so, saying something like, “Based on your feedback that classes are too long, I have scheduled coffee breaks in future classes.” Remind students how to contact you and give them an opportunity to extend the conversation.

This approach, of collecting student feedback throughout a course rather than at the end of it, provides academics with the opportunity to act on feedback in real time, maximising learning and student outcomes. It respects students as individuals and signals that their well-being and personal affairs can and should take priority over the course. Most importantly, it shows students that their educators are compassionate and willing to accommodate their needs.

Sasha Lanyon is a lecturer in the School of Animal and Veterinary Science at the University of Adelaide.

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