Discussed during and after the presentation of Dr. Sew Jyh Wee. This blog post is prepared by members of DYOM LC (find more in About Us).
This blog post presents the interests and concerns of students in DYOM discussed by the Learning Community (LC). Apart from discussing what students want, this blog post discusses the manner to gather what students want and building rapport with students.
Obtaining Feedback from Students
A clear communication between staff and students is identified as a critical step for a good learning experience. This is especially relevant in DYOM where there is a higher partnership between staff and students. Obtaining useful feedback from students is of utmost importance. The LC discussed how this may be done effectively.
Student feedback was mainly about student’s reflection on their learning experience and perceived workload. Requesting students to fill in short feedback forms may not capture students’ views towards the module accurately. On the other hand, personal blog reviews that some students publish may be a better reflection of their experiences, in that they are effective, constructive and thorough.
On the topic of gathering feedback so that it can be used effectively, the LC pondered ‘How can we allow students to understand the importance of giving feedback and reflecting?’. This question echoed the earlier point about getting useful feedback rather than feedback that is written for the sake of completing a feedback form. The timing of feedback was to be considered, too; whether at the start, middle or the end of the module. Peer assessment was also considered.
Surveys can be sent out to the students, provided they are modified to suit the topics or concerns at hand. There is interest in developing feedback forms that are suited for DYOM.
Students’ Consideration When Deciding to Read Which Modules, Including DYOM
The academic year of a student affects the way a student chooses which modules to read. Students consider factors such as workload, interest, how a module helps fulfil graduation requirements (core or elective) and the effect a module has on their CAP (Cumulative Average Point), among other factors. Students also wish to balance the workload of modules taken in the semester, i.e. some ‘difficult’ modules taken together with ‘not difficult’ modules. These considerations affect students’ decision whether to read DYOM.
On the other hand, given the nature of DYOM, students’ interest in the module is the main motivating factor, although workload cannot be ruled out as one of students’ considerations.
Rapport with Students
The LC also learned that although tools such as surveys and blog posts are important in gathering students’ feedback and building partnership, a good rapport with the students is an important ingredient to a good partnership. In all the sharing that the LC has heard, a good rapport with the students has always been helpful in motivating the students in DYOM and in enhancing engagement.
In the beginning of DYOM, modules were started by a few students who took the lead and had a good rapport with the lecturer. Other students followed. This strengthened the notion of relationship and having significant informal networks. As a module progresses, partnership between students and staff will then grow.
Conclusion and Follow Up
Sharing of student feedback has revealed insights about what considerations matter to students. In order to capture more comprehensive views of students, a more thorough format of feedback will need to be designed.
In addition, it seems that students choose modules based on extrinsic motivation such as grades and workload. As DYOM is for students to explore their interests, tapping on students’ intrinsic motivation is to be considered.