Student feedback delivery modes: A qualitative study of student and lecturer views: A qualitative study of student and lecturer views

Clare Killingback, Dawn Drury, Preeti Mahato, Jonathon Williams

Research output: Contribution to journalArticlepeer-review


Background: Student feedback on assessment is fundamental for promoting learning. Written feedback is the most common way of providing feedback yet this has
been criticised by students for its ineffectiveness. Given the wide range of feedback modes available, (written, audio, video, screencast, face-to-face, self and peerfeedback)
a better understanding of student and lecturer preferences would facilitate recommendations for optimising feedback delivery. The aim of this study was to
explore the experiences and preferences for summative feedback modes of physiotherapy students and lecturers.
Methods: A sample of convenience was used to recruit participants from one undergraduate physiotherapy programme in the UK. A total of 25 students were
recruited for three focus groups and five lecturers for semi-structured interviews. Focus groups and individual interviews were guided by a semi-structured interview
guideline and carried out by a research assistant who was not involved in teaching on the programme and therefore unknown to participants. Data were analysed
using inductive thematic analysis.
Results: Three themes were developed in relation to student and lecturer experiences of feedback to date: the importance of dialogue; the value of feed forward; and
feedback disparity. From the student perspective, three themes were identified supporting their feedback preference: the importance of human connection; added
information from non-verbal communication; valuing the lecturer view. From the lecturer perspective, two themes were identified around feedback preferences:
challenges of spoken feedback and the importance of self-assessment.
Conclusions: This study identifies challenges around selecting optimal feedback modes due to the lack of student-lecturer consensus. Students preferred lecturer-led
modes, providing the highest quality personal interaction with lecturers (face-to-face, screencast, video, audio). Lecturers most often advocated for student led
feedback modes (peer or self-assessment) as a means to students valuing the feedback and developing reflective skills.
Original languageEnglish
Pages (from-to)1
Number of pages7
JournalNurse Education Today
Issue number104237
Publication statusPublished - 1 Jan 2020


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