Student Feedback Driven Learning Activities

As we know, all students learn differently. As instructors, we try to incorporate as many learning activities for our classes that will span all the different learning styles because when we combine all the students, all learning styles are represented. We also know that some students prefer to do certain learning activities in their own privacy, while they find other learning activities/teaching methods are more helpful to their learning in the classroom setting with their faculty. What do we do????

We could do a learning style inventory, but like I mentioned, that usually just tells us that we have a diverse group of learners, and it reveals that all learning styles are portrayed by the students as a whole. So we are back to square one, “What activities do I do in class, and what activities do I have students do outside of class?” Bottom line, we have to have learning activities that cover the gamut of learning styles, but we can’t do them all in class. So how do I determine this? ASK THE STUDENTS.

Incorporating surveys throughout your courses helps you know what students find beneficial for their learning, what they do not find helpful, and how they like their time in class with the instructor to be spent. Incorporating surveys in BlackBoard (or other form of technology that will summarize the data for you) will save you a lot of time summarizing the data. Start by asking students about how helpful each learning activity was for their learning on a Likert scale of 1 to 5, 1=strongly agree, 2=agree, 3=neutral, 4=disagree, 5=strongly disagree. Then ask them to prioritize those learning activities that they feel are the most helpful during class time – say you have 5 learning activities for a learning plan, 1=most helpful and 5=least helpful.

Use technology to do the work and summarizing for you. This way you can focus on the data, analyze the data to see what they see is the most beneficial to their learning, and ultimately incorporate activities during your class time that they see as the best use of the in-class time with the instructor.

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