Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews

Wiltbank, Lisa B.; Williams, Kurt; Salter, Rachel L.; Marciniak, Lauren; Sederstrom, Emily; McConnell, Melody; Offerdahl, Erika G.; Boyer, Jeffrey; Momsen, Jennifer L.

doi:10.1080/02602938.2018.1516731

Cited by 12 publications

(11 citation statements)

References 44 publications

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“…Introductory biology students were invited to participate in five interviews at four time points throughout the semester (Figure 1). Full interview protocols are available in Wiltbank et al. (2019).…”

Section: Methodsmentioning

confidence: 99%

“…To our knowledge, students had never met the interviewer before the first interview. Interviews were structured with a common protocol across students (Wiltbank et al. , 2019) to limit variation between interviewers and enable consistency across interview sets.…”

Section: Methodsmentioning

confidence: 99%

“…The overall aim of this study was to describe how students use in-class formative assessment and feedback to promote learning. In a recent publication (Wiltbank et al. , 2019), we reported trends in students’ responses to in-class feedback and how students used feedback to improve.…”

Section: Introductionmentioning

confidence: 99%

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Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom

Wiltbank

Williams

Marciniak

et al. 2019

LSE

Self Cite

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In this qualitative study, we examined the process of active learning from the perspective of undergraduate students in a high-enrollment introductory biology class. Eight students participated in a series of five interviews throughout the semester that examined their experiences during and after class. Grades were collected for each student at regular time points throughout the semester. Here, we present in-depth case studies of four students who described profoundly different responses to the same in-class learning tasks. We particularly highlight variation in students’ self-reported engagement, as engagement is thought to be a key element of successful active learning. Finally, we map each student’s self-reported engagement and the grades that he or she received. In each case, we found that grades failed to capture some aspects of the active-learning experience that students found important.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom

Wiltbank

Williams

Marciniak

et al. 2019

LSE

Self Cite

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“…Most researchers have used stimulated recall to investigate and measure teachers' in-the-moment decisions (Borko et al, 2008;Eley, 2006;Hennissen et al, 2010;Housner & Griffey, 1985;Johnson, 1992;Meijer et al, 2002;Rich & Hannafin, 2008). Some researchers have used stimulated recall interviews to measure student perceptions (Wiltbank et al, 2018), students' pedagogical thinking (Mylläri et al, 2011), or their long term memories (Stolpe & Björklund, 2013). Stimulated recall involves the use of audiotapes or videotapes of skilled behaviour, which are used to aid a participant's recall of his thought processes at the time of that behaviour (Calderhead, 1981).…”

Section: Stimulated Recall Proceduresmentioning

confidence: 99%

Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

Agricola

Prins

Schaaf

et al. 2020

Scandinavian Journal of Educational Research

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Diagnosing teachers are teachers who perceive diagnostic information about students' learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-themoment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors' in-themoment decisions and students' perceptions of supervisors' actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students' needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves.

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“…However, when master's students receive dissertation feedback that they perceive as positive and as providing good guidance, they tend to perceive themselves to be learning from their supervisors (de Kleijn et al, 2013). Moreover, it is well established, generally, that feedback that is specific, timely, positive ('sugar coated' (Zheng et al, 2019)) and tailored to the student is a significant factor in student learning (see Petty, 2009;Paolini, 2015;Wiltbank et al, 2019). supervisors are not always experts in students' specific topics, a phenomenon Harwood and Petrić (2018, p.50) pithily summarise in a chapter title: "This is not my topic but I'll help as much as possible".…”

Section: Providing Feedbackmentioning

confidence: 99%

An exploration of taught master’s student perceptions of UK dissertation supervision

Anastasiadis

O’Brien

2019

jldhe

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This paper presents the results of an investigation into taught master’s students’ expectations and experience of being supervised during their final project. It does so using exploratory survey and focus group data from one UK institution with a high proportion of international students. The paper adds to the limited literature on master’s students’ experience, and makes two further main contributions. It finds that students both expect supervisor engagement and respond well to it, and argues that focusing on key elements of the dyadic supervision process can disproportionately improve student’s overall learning and satisfaction. In addition to furthering knowledge in this area, the research suggests numerous practical implications and lines of potential future inquiry.

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Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews

Cited by 12 publications

References 44 publications

Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom

Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom

Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

An exploration of taught master’s student perceptions of UK dissertation supervision

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