Feedback Effectiveness in Higher Education: Utilizing Students’ Feedback to foster Teaching and Learning

Abstract

Feedback is considered a corrective communication tool shaping individual and institutional outcomes. It leverages understanding the tasks and goals of the engaged individuals. Using students’ feedback in higher education is crucial for high teaching performance. Professors’ ability to utilize students’ feedback is a motivational tool for teaching efficiency and institutional effectiveness. Institutional use of students’ feedback deepens students’ engagement and embraces a student-centered institutional approach. This article aims to discover and illustrate how feedback is viewed and expressed in higher education settings to examine the manipulative methods to foster classroom teaching and used managerial approaches. It highlights the factors shaping students’ perceptions regarding their performance and the performance of their professors. It addresses the researched factors shaping the institutional use of receiving feedback from students. It also identifies some research-based strategies to properly use students’ feedback for the betterment of the institution and students. This can also help professionalize higher education teaching to meet students’ needs and institutional learning outcomes.

Keywords: Professor Use of Student Feedback, Stages of Feedback, New Timing Theory, Implications of Practice

JEL Classification: A20, A22, A23, A33, I20, I23, I38