Student Feedback to Improved Retention: Using a Mixed-Methods Approach to Extend Specific Feedback to a Generalisable Concept

Autor/inn/en	Calvert, Carol; Hilliam, Rachel
Titel	Student Feedback to Improved Retention: Using a Mixed-Methods Approach to Extend Specific Feedback to a Generalisable Concept
Quelle	In: Open Learning, 34 (2019) 1, S.103-117 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2018.1552580
Schlagwörter	Student Attitudes; Feedback (Response); School Holding Power; Undergraduate Students; Open Universities; Foreign Countries; Academic Achievement; Academic Persistence; At Risk Students; Acceleration (Education); Predictor Variables; Success; Probability; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Offene Universität; Ausland; Schulleistung; Acceleration; Beschleunigung; Prädiktor; Erfolg; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Großbritannien
Abstract	Across the Higher Education (HE) sector student feedback is used to feed into university processes and guide decision making. In this study, data gathered allowed the authors to investigate a hitherto neglected, but important, cohort of successful students -- those who succeeded when all the odds were stacked against them. The identified group of students had relatively low predictive probabilities of passing their module, and yet despite all the odds passed. These identified students were interviewed by phone which yielded a much richer data set than is often available from student surveys. The advice they considered to be important to future students included specific guidance to get ahead, to plan and to contact their own academic tutor. Based on this advice an opportunity for future students to have a flexible early start on a specific module was created. A 4% increase in the number of registered students who subsequently started the module was maintained through to module completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01