Effect of Student Feedback on the Motivation of Indian University Teachers

Abstract

The purpose of the study is to measure the motivation of the teachers of higher education towards students' feedback policy of National Assessment and Accreditation Council (NAAC) established by Internal Quality Assurance Cell (IQAC) for different Universities. By the help of questionnaires, the data were gathered, which were earlier sent to the participants, via e-mail for deep analysis and it was directed towards broad generalization of the population. One hundred University teachers were randomly selected as the sample from twelve departments of a university.

Feedback-based Learning Through Online Feedback Systems in Higher Education

“…There is empirical evidence that student feedback can have positive influence on teaching and learning (Becker & Butler 2011;Bergstrom, Karahalios & Harris, 2011;Dwinell & Higbee, 1993;Jena & Chakraborty, 2014). For instance, asking for feedback shows students that their feelings and individual learning situations are taken seriously.…”

“…It thereby means that teaching can be Figas, Paula; Bartel, Alexander; Hagel, Georg more adapted to individual learning situations, even in courses with a large amount of students. Besides, there is empirical evidence that feedback from students can also positively influence lecturer's motivation and their engagement in teaching (Jena & Chakraborty, 2014) and through a structured feedback-system it is possible to stimulate students to reflect about their individual learning process (Lehmann, Söllner & Leimeister, 2015). Naturally, there are many different ways to receive student feedback (Powney & Hall, 1998).…”

“…Naturally, there are many different ways to receive student feedback (Powney & Hall, 1998). A famous strategy is to use structured evaluations, especially at the end of the semester (Jena & Chakraborty, 2014;Coffey & Gibbs, 2001;Rindermann, 2001). An alternative is a continuous feedback during the entire semester (Etkina, 2000).…”