Construct a mid-semester survey to involve students in module-designing

I have been running a mid-semester survey at recess week 1) to understand how students are doing, 2) to provoke students to reflect their learning process, 3) to explain pedagogical background of the module design, 4) to evaluate the new initiatives, and 5) to find-tune the activities if I can.

Usually I limit to three questions following timeline (e.g. pre-, during, and post-lecture). This way, students can create a cycle to reflect their learning procedure. In designing questions, I avoid asking Yes/No questions, but rather ‘How’ questions, so that the students have a chance to think about their learning activities. But of course, I change the question regarding my initiatives and the focus of the module for each semester.

Here are the questions for this semester’s Korean 2.

1. How is your preparation work with pre-recorded e-lectures, and any other worksheets?
1) How manageable is the workload?
2) How does those help you with learning?
3) What kind of support would you like more for your preparation?

2. How is the live Zoom lecture?
1) How do you feel during breakout room activities?
2) Is there anything else you wish I do more or differently?

3. How do you feel about post-lecture homework?
1) How do you use the review note in studying Korean?
2) How do you feel about Flipgrid activities, if you did it?
3) In what aspect, post-lecture works helped you?

Since the survey is optional and anonymous, students are quite honest with their feedback and are happy to have a chance to give out their views.


At the end of the survey, I create a pre-recorded video to share the results with the students. 

For instance, I explain the pedagogical background of the new initiatives that student may feel unfamiliar, or  address concerns that student expressed in the survey. If there is any changes according to the survey results, I also mention that in the video.

In conclusion, the mid-semester survey does not only benefit the instructor, but also support developing learners’ ownership of learning and understanding the rationale of learning activities.

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