My first assigned reading for the PG Cert focused on delivering object-based learning in online environments (Willcocks and Mahon, 2023). The article considers if object-based learning can be used to develop students’ knowledge of intersectionality and the climate crisis as well as how effective online object-based learning can be after the session moved online due to Covid-19 lockdowns in academic year 2020-2021.
While I found the article overall incredibly interesting, and very relevant as I begin studying online myself, I found I was most interested in the authors’ need to find ways to gather student feedback without “asking them to fill in yet another questionnaire” (Willcocks and Mahon, 2023, p196). I immediately thought of ‘survey fatigue’ (Fass-Holmes, 2022; Field, 2020) and my own part in the ecosystem of surveys for HE students.
Proving the worth and relevance of library sessions is a difficult task and the current approach involves asking students if they found a session ‘useful’ which often provides a limited pool of data, even with a good response rate. I often combine this required question with space to provide general feedback and ask questions. I also use online surveys to share links from sessions but I am very aware that often students do not want to follow a link or scan another QR code.
Willcocks and Mahon (2023, p.196) opted to utilise existing feedback sources, adding a question to the end of unit feedback form and reviewing a selection of reflective journals. The approach made me wonder about other ways to gauge the success of sessions and how that could work alongside the requirement to determine the usefulness of the content I deliver.
I have experimented with designing activities using online platforms both for ease of use in large groups and to allow me to check students are on track with tasks. Another option could be using tools employed during online PG Cert sessions when we are encouraged to articulate our willingness to move on via Teams reactions tools and given an opportunity for a ‘moment of contemplation’. Perhaps tracking engagement within sessions via similar tools could be an option to determine the effectiveness, and usefulness, of content.
This article reassured me that feedback dilemmas are common and, combined with elements of the PG Cert online classes and assessment via blog posts, has encouraged me to consider experimenting with different approaches in my own practice.
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References
Fass-Holmes, B. (2022) ‘Survey Fatigue—Literature Search and Analysis of Implications for Student Affairs Policies and Practices’, Journal of Interdisciplinary Studies in Education, 11(1), pp.65-73.
Field, A. (2020) ‘Survey fatigue and the tragedy of the commons: Are we undermining our evaluation practice?’, Evaluation Matters—He Take Tō Te Aromatawai, 6, pp.19-29.
Willcocks, J. and Mahon, K. (2023) ‘The potential of online object-based learning to support the teaching of intersectional environmentalism in art and design higher education’, Art, Design & Communication in Higher Education, 22(2), pp. 187-207.