Understanding informal feedback to improve online course design

ABSTRACT

Quality feedback is crucial to learning; the growth of online delivery has altered how it is obtained and shared. Educators interested in improving online learning can benefit from understanding formal and informal feedback flows existing in face-to-face environments and how these transfer online. This article examines the nuance of informal feedback in education and how this is impacted by online delivery. A variety of techniques were situated along a spectrum from face-to-face to online delivery, and informal to formal assessment types. Four main themes for facilitating informal feedback with online delivery were identified: Type 1 - increased emphasis on formal formative assessment; Type 2 - facilitating alternative ‘face-to-face’ experiences; Type 3 - manual analysis of unstructured learner generated data; and Type 4 - automated experiences. Recommendations for course designers, implications for CDIO institutions and organisation were discussed, including blended learning projects, online communities of practice, data sharing and advocacy opportunities.

KEYWORDS:

• E-learning
• engineering education
• feedback
• assessment of learning outcomes
• online learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Alexandra Meikleham recently completed her MSc in Mechanical engineering at the University of Calgary in Calgary, Canada. Her current research focuses on human-centred design and on engineering curriculum development.

Ron Hugo is Professor of Mechanical and Manufacturing Engineering at the University of Calgary. He is also the holder of the Li Ka Shing (Canada) Foundation Chair in Engineering Education Innovation in the Schulich School of Engineering. His research interests are in the areas of experimental fluid dynamics, energy systems, and engineering education.