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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Giving and Getting Feedback in the Online Classroom: Is It Really Better to Give Than to Receive?

Amy Kirk (Sam Houston State University, USA)
Session Information
July 8, 2014 - 5:30pm
Faculty Development & Student Support
Areas of Special Interest: 
Institutional Initiatives
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Electronic Poster
Plaza Foyer
Session Duration: 
60 Minutes
Electronic Poster Session

Strategies are discussed to give meaningful feedback to students as well as soliciting meaningful student feedback.

Extended Abstract

Online students and faculty alike enjoy the convenience, flexibility, and academic progress that can be made in the online learning environment. With the explosion of online learning, non-traditional students are finding it increasingly easier to finish undergraduate degrees and oftentimes pursue and finish graduate work without too much disruption to their existing lives. I teach at Sam Houston State University in the Department of Sociology and I have come to realize that our lives have been greatly enhanced by online learning. In addition, so many new advancements have been made to make the online experience "no worse" than the in-person experience - only "different."

Still, semester after semester, serious students voice concerns about feedback they receive, as well as "face time" with professors. Students who want more voice concerns that they are either getting non-tailored feedback or feedback they do not fully understand. Oppositely, professors oftentimes feel as if teaching evaluations do not fully encapsulate the heart of students and oftentimes yearn for critiques that are more meaningful. Both students and professors can easily continue to walk away from online learning feeling stagnant and distant.

In this presentation, I discuss strategies to give both undergraduate and graduate students meaningful feedback on their academic progress. I discuss ways in which this can be achieved, while still working with demanding teaching and research loads. I also discuss simple ways in which professors can solicit truly meaningful student feedback, while still continuing to guide students and remain authoritative in the classroom. I show real (and meaningful) feedback given from past students I have taught. Finally, I discuss ways in which student feedback can and should be incorporated into future course offerings.

Lead Presenter

From the time I was in junior high, I had a fascination with social science. I often wondered why society operates in the ways in which it does. I asked questions like, “How do laws change? Does society affect change or does government?” . .
As an undergraduate at Texas A&M University, I took Introduction to Sociology, and was hooked. I saw Sociology as a tool that could be used to answer my biggest questions. After my undergraduate work at Texas A&M, I attended Louisiana State University for both my Masters and Ph.D. in Sociology.

While at Louisiana State University, I met and married my husband. (We married in 1999). I have always felt that these personal events in my life drew me to the specialty of Marriage and the Family. What I read and researched at this time was a cornerstone of sorts for my ongoing interests.
To date, my research has been devoted to understanding how commitment is socially constructed in marriage. I am also excited to be teaching Marriage and the Family, and The Sociology of Religion.
Besides teaching and writing, my other passions include spending time with my family, decorating, and running. My newest pursuit is attempting to bake bread from scratch! I currently live in Kingwood, Texas with my husband of 14 years and my three fun, lively and thoughtful children.