Online Student Feedback

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Online Student Feedback

Milred Maula
                                           ONLINE STUDENT FEEDBACK

INTRODUCTION
                 We have developed Student Staff Feedback System to provide feedback in                      an easy and quick manner to the college principal and Hod’s. So we call it as Student Staff Feedback System which delivers via the student staff interface as online system which acting as a Service Provider
By using this technology we can make fast feedback about the staff by students on time to head of departments as they referred in online system.
This project has four kinds of users Student, Staff, Hod’s, and Principal. The student can give feedback in online system provided by college staff. First of staff can prepare questions & add, update these questions to the online system. After that it was viewed by the students and can give feedback about the lecturers.
This feedback report was checked by the Hod’s. He can view grades and view the grades obtained to the lecturers and give this report to the principal and he give counseling to the college staff.

CHAPTER I
  BACKGROUND  OF  THE  STUDY
          Feedback from the instructor to the student is considered to be one of the key elements of instruction because it is generally assumed to facilitate learning (Kowitz & Smith, 1987). In online courses, instructor-student feedback takes a variety of forms, including both synchronous and asynchronous forms. To better understand the types, timing, and frequency of instructor-student feedback, this case study used document analysis to examine instructor-student feedback in an online course over a full semester.
            The notion of feedback as a response to a sender’s message originally comes from communication theorists (Shannon & Weaver, 1949; Schramm, 1954), whose early work laid the foundation for the understanding of feedback as an element of instruction. In an instructional setting, feedback has been defined as any communication or procedure given to inform a learner of the accuracy of a response, usually to some type of instructional question (Cohen, 1985; Sales, 1993). Because distance education (DE) differs from the traditional classroom setting, the learning environments have distinct characteristics, such as the physical separation of the instructor and students and the use of technical media for  delivering course content and mediating instructor-student interactions (Keegan, 1990). Thus, DE requires the implementation of new forms of two-way communications so that the learner may interactwith the instructor across the location gap (Keegan, 1990). Prior research in DE focused on two main topics: technology factors and instructional factors (Threlkeld & Brzoska, 1994). Both sets of issues play a role in feedback, and neither one can be wholly ignored. In a Web-based environment, the instructor may provide feedback regarding Web-based technology issues as well as instructional feedback throughout the course. The central instructional factor in distance education (DE) is generally the instructor-learner interaction. For example, instructor-learner interaction is essential to student achievement, and instructors in distance education try to “achieve aims held in common with all other educators…[by seeking] to stimulate the student’s interest…[and] to motivate the student to learn” (Moore, 1993, pp. 20-21). Due to the often individualized nature of feedback in DE, the instructor can engage in didactic interaction with each learner, giving motivational feedback to one student and content-specific corrective feedback to another (Moore, 1993). Though the instructor and learner are separated physically, the instructor’s feedback helps to personalize the learning and to assist the student in learning. While the literature shows that feedback interactions are certainly possible in a DE environment, the research does not provide a description of the types and frequencies of feedback used in DE. Instead, the research tends to describe the instructor-learner interactions in the broader context of communications in general (Bates, 1994).Furthermore, when DE studies have described the role of the instructor, they often merely outline the ideal roles the instructor should fulfill. Threlkeld and Brzoska (1994) suggest general guidelines for how the instructor should assist students, such as regularly monitoring written work and keeping students involved in the course. Wolcott (1994) asserts that providing written feedback and using established communication channels will maximize the benefits of feedback in DE. While these recommendations may be valuable for instructors in planning a DE course, they tell nothing about what types of feedback are employed in DE apart from the simple descriptors as “written” or “regular”.


STATEMENT OF THE PROBLEM

• Although feedback seems widely valued by both; the students and lecturers (Hounsell, 2003), previous research revealed inadequate preparation of lecturers for giving feedback, poor preparation of the students for utilizing feedback (Chanock , 2000), increasing student numbers, increasing volumes of marking, the move to competency-based learning with emphasis on formative assessment (Harland, 2002),  isolation of feedback from the teaching and learning process (Taras, 2003),  and the students ability to utilize feedback, as challenges related to the practice of assessment (Knit & Yorke, 2004).
• More importantly,  according to Weaver (2006) what constitute effective feedback remains illusive, vague and poorly defined, hence the need for this study.


SCOPE AND LIMITATION
 
       Student Feedback Management System with respect to college faculty and students. Here students need to login with their respective user name and password. They get a feedback form, there would be some questions about their faculty, and students have to mark their opinion towards each faculty with respect to academics in the form of poor, fair, good, very good, excellent. Once the student fill the form and submits, it cannot be modified again. Head of the Department will have different interface, he need to login with his respective user name and password then he can view the feedback form results. The administrator would be having all the responsibilities and authorities of this Student Feedback Management system web application.
Modular Description:
   There would be 3 User for this web application: Students: When the student login with his/her usn, he/she would be redirected to his/her respective feedback form, he/she no need to search for his department, semester and faculty. After he/she fills and submits his/her form it will be locked, he/she cannot open that form again with same usn and it displays message as feedback form is already filled. Some questions would be included in the feedback form and students get 5 options like poor, fair, good, very good, excellent. Constrains while filling the feedback form: Ø Allowed only one option in the 5 options. Ø Until student completes answering the entire questions, he could not submit his answers. Ø Once student submits his/her answer it cannot be changed again. Ø For every six moth forms would get reset by the administrator. Head of the department: When the head of the department login with their user name, they would be redirected to Head of the department page, they can check the results which would be calculated automatically when ever each...

CHAPTER II
GANTT CHART

 



FLOW CHART
   
 
Prepared By:
Mildred Maula
Tado Venus
Allan Aldaya