Mid-semester student satisfaction feedback

Reducing confusion and anxiety

Abstract

This small-scale pilot research sought to examine how gathering mid-semester student satisfaction feedback could impact (a) student and lecturer satisfaction with using online learning and (b) lecturer approaches to teaching in online environments. Much of the literature on collecting student feedback focuses on end of semester feedback and its benefit for improving future iterations of the course. In contrast, this case study of four units (subjects) in an Australian university investigated the potential of gathering mid-semester feedback to inform lecturers of student satisfaction and thereby open up opportunities for ongoing changes to the unit. The findings revealed that lecturers can use the collection of feedback early in the semester to allay confusion felt by students at the beginning of units. Mid-semester feedback was also found to be valued by lecturers for providing insights into students' perception of a unit's progress, allowing them to modify instructions when needed.