Reflection on Feedback and Feedforward in Higher Education

Orientation for Success in Higher Education

Academic Year 2022-2023

Module leader: Sonny Obanore

Table of figures

Introduction

In the aftermath of schooling and any other pursuit of interest by an individual, success achievement is a very important factor. Nobody intends to fail in anything he or she pursues. Knowledge is having a greater comprehension of something than one did previously. In most cases, it is obtained through the educational system and manifested through application in real life. The education system will instil knowledge in its students, and success will be attained in the end. Every student's aim is to achieve success in university. It is agreed that a university is a higher learning institution, meaning that one is accountable for his or her professional path and that his or her attempts to achieve success drives him or her to reality (Douglas, Rogers, & Ahuja, 2018). Achieving success in university is no easy task. It truly necessitates attention and discipline in academic work. To be effective, one must be completely focused on what attracted him or her to the institution. If a student continues in university and uses multiple abilities, he or she will be successful. This essay will go into the fundamental abilities that one must master in order to achieve ultimate success in university.

Reflective Learning Approach with a model of Reflection

Any experience or concept from the past can be subject to critical scrutiny in reflective learning. By examining the good and negative aspects of an event, students will be able to use surface learning to transform it into deep learning. To improve student learning, reflection is required before, during, and after an event. Pre-experience reflection assists students in preparing for the experience by concentrating on past expectations, perceptions, assumptions, knowledge, and comprehension. A person starting a new activity, for example, may reflect on how well they are learning the new objects and resources that come with the interest, whether there are any gaps in their knowledge, and which learning techniques they love employing the most (Colomer, et al. 2020).

According to an online article in Educause Quarterly, "reflective learning may aid learners in assimilation of new content, and it is commonly used to boost reading comprehension, writing performance, and self-esteem via self-examination."In a professional context, ‘reflection’ frequently refers to critically examining how one can improve on a certain task or performance, how one can deal with particular situations, or even how can one connect with individuals he/she encounter (Slade, et al. 2019). Learners may 'like' a piece of material or activity they've loved and give comprehensive comments for their trainers, which is a tried-and-tested feedback mechanism (thank you, Social Media!). This might involve thinking on what they've learned, how they might use their new abilities in the job, or what could be improved, or what information could have been more valuable to their learning objectives.

Kolb’s Experiential Learning Cycle

The ability to reflect on our experiences, according to Kolb's Learning Cycle, is crucial to the learning process. Encouragement offered to learners can allow them to reflect on the actions in which they have participated, so that they are not only focused on the "how" of their work or activity, but also on why they are doing it (Idris, Din, & Tajuddin, 2020).

According to the cycle, for learning to be successful, the learner must go through four stages, as shown in Figure 1. The learners must finish each of the four steps (Morris, 2020). As demonstrated by the cycle, contemplating is pointless unless learners apply their experiences and insights to their job-related obligations.

Figure 1 Kolb’s Learning Cycle

Source: The Kolb Learning Cycle deparkes.co.uk

Nature of feedback and feed forward

There is a difference between feedback and feed forward in that the former focuses on a student's current performance, while the latter anticipates future assessments and provides tips on how to improve (Kelly, et al. 2020). Using a feedback-feedforward methodology to assess learning is a developmental approach to assessment.

Feedback in learning process

Feedback is information given to a student about his or her performance in relation to learning objectives or results. It should seek to (and be capable of) increasing the learning of students. Feedback redirects or refocuses the learner's efforts to achieve a goal by relating effort and activity to an aim (Brooks, et al. 2019). The purpose of feedback is to assist students in acquiring information, abilities, attitudes, or behaviours related to the objectives and goals of the educational programme. Feedback must be constructive in order to be successful (helpful).

Figure 2 Feedback vs. Feed forward outlook

Source: Turning Feedback into Valuable Feedforward, classcardapp.com

Feed forward in learning process

A feed-forward method provides feedback by analyzing and analyzing. Rather than giving feedback about a student's present performance and explaining the grade given, feed forward anticipates future assignments and provides suggestions on how to accomplish them more effectively (Brooks, et al. 2019). In its most basic form, feed forward entails presenting future-oriented ideas or solutions rather than delivering positive or negative feedback. For example, the next time you see a curve ahead, slow down before it and accelerate once you're within it.

Use of Kolb’s learning cycle model for reflection on Feedback and Feed forward

Kolb's technique blends goal-directed and behavioural learning theories to create a learning cycle that emphasises the process and continuity of learning. The Kolb learning cycle is often shown as four stages that the learner goes through frequently. Kolb's approach emphasises the need of reflection in the learning process. Reflection allows the student to absorb what has just happened throughout the experience. During the Reflective Observation stage, students can explain and analyse their experiences (Archer, Morley & Souppez, 2021). This cataloguing provides the necessary information for the following stage: In the abstract, conceptualization. During this second opportunity for Critical Reflection, students directly compare their experience with their prior learning, their expectations, and the outcome of the event. Because the knowledge students bring to the learning activity is evaluated in terms of their own experience, only reflection allows the experience to be really transformative. During the Active Experimentation stage, Kolb's last Reflection component occurs. Reflection is used by students to plan for future learning opportunities.

Figure 3 KOLB’S LEARNING CYCLE

Source: KOLB’S LEARNING CYCLE pugetsound.edu

Future formative and summative evaluations will be improved by a thoughtful approach to Feedback and Feed forward

The most important duties of a professor in higher education are teaching, formative evaluation, and feedback. Data from meta-analysis showed that feedback and "whole-class interactive instruction" were the two most effective methods for improving students' performance. As a broad definition, formative assessment is "a process of providing feedback to students to help them improve learning and performance."Feedback will illustrate acceptable tactics for improving task performance as well as behaviors that promote increased learner accountability for improvement. There was much debate about the primary objective of feedback being to bridge the gap between present understandings and performance and a goal. Educators usually focus on providing feedback for remedial purposes rather than educating students (Saeed & Mohamedali, 2022). Feedback should be useful and supportive of students' development of abilities to evaluate their own performance, as well as chances to bridge gaps between present and predicted performance.

Feedback is a crucial component of the learning process, yet many students express disappointment and dissatisfaction with the process. The teacher must ensure that students are actively participating in their learning process, as well as understanding the criteria, goals, and reasons for providing feedback. Student feedback must be directly related to the evaluation criteria, and students must participate in the feedback process. Assessment and feedback conversations in which students are actively engaged will benefit students' learning. Lecturers and students should both focus on future learning during this "feed-forward" phase. Regardless of how much study has been and will be put into enhancing the feedback system, the reality remains that it is retroactive. This implies that feedback obstructs the recipient's learning opportunities in some way (Saeed & Mohamedali, 2022).

Conclusion

Most instructors are unaware that negative or neutral criticism has the power to wreck a person's interests. The emphasis of feed forward is on turning students' interests and hobbies into skills. The best way to maximise children's potential is to be aware of their interests and encourage them to pursue those interests. For example, if a student adores football. The teacher can then encourage her or him to get formal training, watch games, and get better at the sport. Feedback, both physically and metaphorically, is a thing of the past. The desire to improve students' learning results necessitates the concept of feed forward. It not only pushes students to work hard, but it also affects their view on life. In some ways, feed forward is a positive reinterpretation of feedback that removes some ineffective characteristics of the latter.

References

Archer, M., Morley, D.A. and Souppez, J.B.R. (2021). Real world learning and authentic assessment. Applied Pedagogies for Higher Education, p.323.

Brooks, C., Carroll, A., Gillies, R.M. and Hattie, J. (2019). A matrix of feedback for learning. Australian Journal of Teacher Education (Online), 44(4), pp.14-32.

Colomer, J., Serra, T., Cañabate, D. and Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. Sustainability, 12(9), p.3827.

Douglas, T., Rogers, M. and Ahuja, K. (2018). Challenging the perceptions of orientation in higher education: student perspectives of a transition initiative. In 41st HERDSA Annual International Conference (Vol. 41, pp. 69-80).

Idris, F., Din, W.M. and Tajuddin, M. (2020). Adapting Kolb’s Experiential Learning Cycle In Enhancing Attitude And Skills Among Undergraduates Through Volunteerism’. AJTLHE, 12, pp.122-39.

Kelly, S., Hague, A., Blythe, A., Robb, N.D. and Warman, S. (2020). “Just Engage in It or Not, You Get Out What You Put In”: Student and Staff Experiences of Feedback and Feedforward in Workplace-Based Learning Environments. Journal of Veterinary Medical Education, p.e20200124.

Morris, T.H. (2020). Experiential learning–a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), pp.1064-1077.

Saeed, N. and Mohamedali, F. (2022). A study to evaluate students’ performance, engagement, and progression in higher education based on feedforward teaching approach. Education Sciences, 12(1), p.56.

Slade, M.L., Burnham, T.J., Catalana, S.M. and Waters, T. (2019). The Impact of Reflective Practice on

Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning, 13(2), p.15.