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Why aren't students satisfied with the feedback on their written…
Why aren't students satisfied with the feedback on their written assignments?
Feedback on writing assignments is not given in a way students can understand.
Why not?
students don't understand what effective feedback looks like
Why not?
Students have never been trained how to interpret feedback
Why not?
The education system they come from had a different approach to feedback.
Students have cultural differences about the role of the teacher
This is not a learning gap for the students, but something for the teacher to consider and maybe a matter for future teacher development
Students don't know how to use the Learning Management System to access their feedback.
Why not?
The school has not given students enough support in learning the necessary technological tools for their learning.
Why not?
The college does not have enough staff members to provide adequate IT support to each student.
Why not?
Students have low motivation to participate fully in their studies and have not learned how to use the Learning Management System.
Student motivation is a big research area and while important, is beyond the scope of this project to address.
Students don't have or are not prepared with the correct tools to access the Learning Management System.
Why not?
College/course requirements have not been communicated effectively to students to allow them to prepare adequately for their course.
students have different expectations to teachers regarding what makes good feedback
Why?
The marketing for the college may have given students different/incorrect information about what they can expect from academic English courses
Not a learning gap for teachers. This could be feedback to give to the college to ensure all communications to students are clear, aligned, and give reasonable expectations.
Feedback on writing given to students is not good quality.
Why not?
Teachers don't have the resources to give good quality feedback.
Why not?
The college has given teachers more marking to do and has reduced the time in which they can do it.
Why?
Covid has negatively impacted the sector and reduced student numbers and therefore profits, and thus overall quality of service.
Not a learning gap for teachers, but something for the learning designer to keep in mind and empathise with when designing the training. Teachers are working under reduced and restricted circumstances and not all decreases in quality are their fault or under their control.
Teachers don't have the equipment they need to use the new Learning Management System.
This is not a learning gap but the learning designer can recommend that the college reviews teacher technology and equipment to ensure it is still adequate.
Teachers don't know how to give effective feedback.
Why not?
Teachers don't know how to use the Learning Management System to give feedback.
Why not?
Teachers have not been given any/enough training in how to use the new Learning Management System to give feedback.
This is a learning gap that is within the scope of this training to address.
Teachers don't know the features of effective feedback on writing.
Teachers don't understand the assignment task.
Why not?
Teachers don't know the features of an effective academic assignment.
Why not?
Teachers have not been given regular professional development in the subject of academic English.
This could be a fundamental issue for this learning design to address. Teachers' subject knowledge should be assessed before further training on feedback can take place.
Teachers are not motivated to give good quality feedback.
Why not?
Teachers are unhappy with their work conditions.
Why?