What feedback from faculty can improve e-learning quality?

The feedback may cover four domains of the curriculum: Domain 1. Did the course effectively achieve its goals, objectives or learning outcomes? Why or why not? Domain 2. How did the approaches, instructional strategies, or learning experiences achieve these outcomes? What recommendations can be made to improve content delivery and achieve the intended outcomes? Domain 3. Was the content completely taught or delivered as intended? What problems were encountered when it was taught? What were these problems and how could they have been prevented? Domain 4. Were the evaluation and assessment strategies appropriate and aligned with the intended outcomes? How did they measure these goals and objectives? How could the strategies be improved?

Indeed, the formative and summative are great ways to assist the students to become more familiar with the way they design and improve their work. I have been guided by my PhD supervisor when I first started in academia, and this was one of the types of feedback we gave for the postgraduate students - as we had only one major assessment at the end of the semester. We used the formative and then the summative - I felt the students were happy to know that they can submit something to the academic staff without having any marks on it... which was great for them, and for us - understanding the way students do their work, and improving what they are doing through the feedback given to them - on which they build and improve final submission.

Feedback with the attributes of Content, delivery, effectiveness among the learners, easiness of the tool, facility for interaction and authenticity of the learning outcomes can be obtained as a feedback from a faculty on e-learning will improve the quality.

Feedback from faculty plays a crucial role in improving the quality of e-learning. Content Enhancement: Faculty feedback helps in refining the content of e-learning modules. They can suggest additional resources, clarify concepts, and provide examples that enhance the comprehensiveness and effectiveness of the material. Alignment with Learning Objectives: Faculty feedback ensures that e-learning content aligns with the learning objectives of the course or program. This alignment is crucial for maintaining coherence and relevance, ensuring that students are acquiring the intended knowledge and skills.

Formative and summative feedback have their own benefits. We cannot choose any one. However, formative feedback is more effective when we aim to improve a course design. It helps in modifying the course design as we proceed. This avoids having to work on the course design if the feedback is given at the end of the course, as in summative feedback. It saves number iterations, adding quality as the course design progresses and saves time.

As a Curriculum Developer, "expert feedback" comes in the form of Subject Matter Experts that I work with to develop e-learning experiences, training, etc. However, in my line of work, user or client feedback is the end-all-be-all. We constantly collect data from our users by asking them to participate in surveys that gauge their own experience with the e-learning platform, as well as their students' experience. This feedback trumps all others in the world of professional curriculum writing.

Not many responses seem to align with OECD work on the this when it comes to developing creative / innovative abilities. Clearly defined goals don't cut it when you are seeking out novelty and newness. Hence we need to support the cognition required as opposed to the summative outcome only.

In various LinkedIn discussions on e-learning pedagogy and EdTech, it's often emphasized that obtaining feedback on our endeavors can be achieved through conducting test campaigns and seeking input from fellow faculty members. From my personal experience, I find this assertion requires nuance. These professionals typically have demanding schedules and, despite their genuine intentions, seldom have sufficient time to dedicate to our projects to provide truly constructive criticism. Conversely, engaging with learners who actively utilize our digital learning resources yields invaluable insights. They can candidly share encountered challenges and offer invaluable suggestions, providing us with substantial learning opportunities.

Feedbacks can be taken online and physical both- linkedin as in can be taken as one of the source using its poll tool, same goes for other social media platforms, which can be utilized for adding value to learning. Where as survey forms physically can also be used to get the best feedback

Faculty can receive different types of feedback for enhancing their e-learning practices. Self-feedback involves reflecting on their own e-learning experiences. Peer feedback is provided by colleagues, while expert feedback comes from internal or external experts with specialized knowledge in e-learning. These feedback types can help faculty improve their pedagogical skills, identify areas for development, enhance quality, and foster collaboration.

Because e-learning is a team pursuit (as opposed to the traditional "sage on the stage" F2F) feedback should cover all aspects of the learner experience: 1. Ease of use of the technology 2. Learning design and course structure 3. Level of engagement 4. Impact on learning There are other aspects but these show the difficulty in accurately measuring quality through student satisfaction surveys alone. The EFMD Online Course Certification System (EOCCS - https://www.efmdglobal.org/assessments/online-courses/eoccs/) is designed to combine traditional feedback methods with expert observation, peer review and development advice. These features ensure that online management education (our focus) reflects best practice for faculty and learners.

Assessment and Feedback Mechanisms: Faculty feedback is valuable in improving the assessment and feedback mechanisms in e-learning courses. They can provide insights on the alignment of assessments with learning outcomes, the clarity of instructions, the variety of assessment types used, and the timeliness and quality of feedback provided to students. Feedback on the effectiveness of rubrics, grading criteria, and the use of formative assessments can contribute to continuous improvement.

A few years ago, I facilitated virtual meetings among teachers specializing in the same subject. The purpose was to delve into pedagogical challenges encountered within our field and to exchange ideas on overcoming them, encompassing both content and instructional methods. These meetings garnered significant appreciation as they provided an avenue for thorough feedback without putting individual teachers on the spot. The participation was remarkably active, with everyone willingly sharing the issues they faced in a spirit of humility. The experience proved highly enriching, and we collectively gained valuable insights that significantly contributed to advancing our teaching practices.

Es muy importante la evaluación formativa en el proceso de ense?anza-aprendizaje de forma virtual, ya que los estudiantes requieren de una retroalimentación asertiva con el fin de lograr los aprendizajes al término de la materia. Esta retroalimentación tiene que estar dividida por 5 secciones clave. 1.- Saludó inicial, directo y de forma personalizada. 2.- Fortalezas en su trabajo, resaltar todo lo correcto y bien realizado: 3.-áreas de mejora, en este punto se requiere ser muy específico para que el estudiante pueda identificar en qué falló. 4.-Recomendaciones, aquí es importante que realices comentarios de sugerencia o bien recomendar alguna herramienta o aplicación que le ayude en las siguientes tareas. 5.- Un cierre, despedida o frase.

To collect feedback from faculty, use surveys, interviews, or observations. These methods can be conducted online or offline, face-to-face or remotely, and with structured, semi-structured, or unstructured questions. Checklists, rubrics, or notes can be employed to gather data before, during, or after the e-learning course.

Constructive feedbacks are really hepls to improve the effcetiveness of a faculty . skill gaps can be identified and based on feedback changes in instrcutional methods , Pedagogical methods will take place

Faculty feedback enhances e-learning quality by aligning course objectives, improving usability and accessibility, identifying gaps, measuring outcomes, and informing revisions.

In my experience, feedback from faculty can significantly improve the quality of e-learning by addressing both instructional design and delivery methods. Faculty can provide feedback on the effectiveness of participant interactive activities, such as small group discussions followed by a share-out session in synchronous learning environments. This method engages students and allows instructors to assess comprehension and application of the material in a more dynamic context. Feedback can also include insights on alternative assessment methods. This might involve project-based assignments, peer reviews, or interactive simulations. Such methods can offer a broader understanding of student learning and application of knowledge.

Whenever any course is made, it is for the then needs and standards. It can grow obsolete with time if continuous improvements are not done in the course. Feedback at regular intervals becomes crucial for sustainable improvement of the course.

Considero que la retroalimentación que puede dar un profesor antes, durante y después de la formación es de MUCHA utilidad. ?Por qué lo digo? porque es el que está en contacto con los estudiantes, además de ser el experto/a en la materia. Imaginemos que durante el curso un estudiante no entiende una pregunta de un cuestionario, o este que se ha configurado con tiempo, se comprueba que a los estudiantes no le da tiempo de hacerlo. Entonces tendremos que implementar cambios. Por ello, como dise?adores instrucciones y/o desarrolladores tenemos que saber oir para mejorar la formación.

I think the key piece of challenges to giving feedback is that there has to be trust established in order to both collect honest feedback from others and provide honest feedback yourself. One thing that I've seen from an e-learning perspective is that it is difficult to establish trust to get the actual data you're seeking to improve what you're doing. I've noticed this on remote teams for employers as well. The challenge is 1) how to establish spaces in which feedback can be provided with honesty and 2) how to take the feedback received and actually make tangible changes going forward. Trust establishment/trust building is not discussed in many of the AI and e-learning platforms I've come across, however, it's much needed.

Dealing with different feedback sources in e-learning can be tricky. Sorting through all the data, understanding it accurately, and keeping it secure are big challenges. Plus, making sure the feedback matches our goals and sharing findings clearly is important.

Faculty feedback for improving e-learning quality faces challenges due to time, resource, skill, trust, consistency, validity, follow-up, and action constraints. These issues affect effective collection, utilization, and implementation of feedback.

My 2nd Master's degree was 100% online. Written tasks, research projects, and tests were the sole forms of assessment, but feedback was challenging. In e-learning environments, faculty face several challenges: 1) Prompting learning growth in a virtual setting without the nuanced insights gained from in-person interactions. 2) Quick formative data. In a fast-paced online learning environment, timely, personalized feedback is essential for students to adjust their learning strategies and improve. 3) Balance. Blending in-person interactions and formative feedback with performance data and traditional test data to provide a comprehensive view of the student’s progress.

The key challenge relates to time and resources. In addition, another political angle that comes in when faculty is not used to working with Instructional Designers and Course Developers is a thought: I can make a better course in less time. Or, if I further improve the course, will my job be in danger? Such thoughts and motivations may pose challenges in inculcating an environment where the team works collaboratively to improve the eLearning or the learning experience for learners.

Feedback from faculty is vital for improving e-learning quality in key areas: 1. Course Design: Ensuring relevance and alignment with learning objectives. 2. Instructional Methods: Assessing effectiveness and engagement. 3. Technology Integration: Addressing usability and accessibility issues. 4. Assessment Strategies: Enhancing accuracy and feedback provision. 5. Interaction and Engagement: Promoting collaboration and participation. 6. Flexibility: Adapting to diverse learner needs and circumstances. 7. Professional Development: Supporting faculty training and skill development. 8. Continuous Improvement: Iteratively refining e-learning practices for optimal outcomes.

Certification! Create a criteria to evaluate e-Learning content and appearance. Smth that gives extra benefit to users/learners=gives them a certificate/ badge that can be shared on social media ?? extra peomotion opportunity. This adds value to the eLearning. E-Leaening providers have to make their content follow the criteria to make sure content is valuable and accessible.

Next steps are crucial. So many eLearning initiatives are still standalone. Ask yourself what your objectives are for those learners and the ultimate business outcomes or improvements you'd like to see as a result of your initiative. Motivation for change is highest immediately post-course. I want to use what I've learnt right away!

La certificación homologada con los sistemas de acreditación internacional en el aprendizaje logrado a través de entornos digitales debe ser tenida en cuenta como una herramienta que posibilita la movilidad estudiantil e incrementa las posibilidades de acceso al mercado de trabajo.

It's important to create a culture that encourages faculty to provide feedback and to have a structured feedback mechanism in place. Regular feedback cycles and opportunities for collaboration between faculty and instructional designers can lead to continuous improvement in e-learning course quality.