Commenced in January 2007
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Student Feedback and Its Impact on Fostering the Quality of Teaching at the Academia
Abstract:To be sure about the effective and less effective/ineffective approaches to course instruction, we hold the opinion that the faculty members need regular feedback from their students in order to be aware of how well or unwell their teaching styles have worked when instructing the courses. It can be confirmed without a slightest hesitation that undergraduate students’ motivated-ness can be sustained when continually improving the quality of teaching and properly sequencing the academic courses both, in the curricula and timetables. At Estonian Aviation Academy, four different forms of feedback are used: Lecture monitoring, questionnaires for all students, study information system subject monitoring and direct feedback received by the lecturer. Questionnaires for all students are arranged once during a study year and separately for the first year and senior students. The results are discussed in academic departments together with student representatives, analyzed with the teaching staff and, if needed, improvements are suggested. In addition, a monitoring system is planned where a lecturer acts in both roles – as an observer and as the lecturer. This will foster better exchange of experience and through this help to make the whole study process more interesting.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1129654Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 506
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 Mumm, K.; Karm, M.; Remmik, M. (2016). Assessment for learning: why assessment does not always support student teachers' learning? Journal of Further and Higher Education, 40 (6), 780−803
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 Quality Assessment of Study Programme Groups. Self-Evaluation Report. (2016). Estonian Aviation Academy. Tartu 2016.