Difference between revisions of "Section 2.5.1 Need for Active Engagement"
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Revision as of 12:22, 14 February 2013
Section 2.5.1 Need for Active Engagement
Section 2.5.1 Need for Active Engagement
The need for engagement can be viewed from two perspectives.
The first is more summative – since SET data is often the sole or the main source of information on teaching quality and effectiveness in many institutions (Kwan, 1999) their active involvement in the process is essential.
The second is more formative – as Smith (2003) states the potential for professional development lies in the lecturer’s ability to learn about their own teaching from their students. Consequently, as one half of a symbiotic relationship students, and their feedback and perceptions of teaching, should play a role in improving the quality of education (Zabaleta, 2007).
Either way, the success of student evaluation systems is heavily dependent on students’ ‘active participation and meaningful input’ (Chen & Hoshower, 1998). According to Solis (2003) there is very little data to suggest that this is happening.
From the students perspective, they have consistently reported having little knowledge of the process following completion of the survey, or of the purpose of SET in general (Balam & Shannon, 2010), and expressed scepticism and concern about the impact and benefit of engaging in SET (Lindbo, 2005; Schmelkin, 2002; Sojka, Gupta and Deeter-Schmeiz, 2002).
Furthermore, given that within UCD each student is required to complete the Student Feedback on modules Survey for each module they complete, this equates to approximately 6 per semester or 12 per year, and a total of 36 to 50 depending on the duration of the programmes and modules taken.
| Activity 2.5.1 |
