Enhancing Learning and Teaching Through Student Feedback in Social Sciences, 1st Edition

  • Published By:
  • ISBN-10: 1780633521
  • ISBN-13: 9781780633527
  • DDC: 378.125
  • Grade Level Range: College Freshman - College Senior
  • 230 Pages | eBook
  • Original Copyright 2013 | Published/Released April 2014
  • This publication's content originally published in print form: 2013

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This title is the second Chandos Learning and Teaching Series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback.

Table of Contents

Front Cover.
Half Title Page.
Other Frontmatter.
Title Page.
Copyright Page.
List of Figures and Tables.
About the Authors.
1: Playing Broken Telephone with Student Feedback: The Possibilities and Issues of Transformation within a South African Case of a Collegial Rationality Model of Evaluation.
2: Listening to Students' Voices to Enhance Their Experience of University.
3: Feedback Cycles or Evaluation Systems? A Critical Analysis of the Current Trends in Student Feedback in Austrian Social Sciences.
4: Synchronous Feedback: Receiving Feedback from International Students.
5: Using Programme-Level Student Feedback: The Chinese University of Hong Kong.
6: Usefulness of Student Feedback: The Singapore Experience.
7: Teacher Perceptions of the Introduction of Student Evaluation of Teaching in Japanese Tertiary Education.
8: Improvements to Formative Feedback: Views of Staff and Students.
9: Emerging Trends and Approaches in the Student Voice in the Social Sciences.