Student Focus Group Report

2009 ◽  
Vol 9 (1) ◽  
pp. 33-54
Author(s):  
Rebecca O’Loughlin ◽  
Keyword(s):  
Focus Group ◽  
Group Report ◽  
Student Focus ◽  
Student Focus Group

scholarly journals The Obesity Food Insecurity Paradox: Student Focus Group Feedback to Guide Development of Innovative Curriculum

2018 ◽  
Vol 50 (7) ◽  
pp. S71-S72 ◽  
Author(s):  
Tammy Stephenson ◽  
Alison Gustafson ◽  
Jessica Houlihan ◽  
Chance Davenport ◽  
Kathi Kern ◽  
...  
Keyword(s):  
Focus Group ◽  
Food Insecurity ◽  
Group Feedback ◽  
Student Focus ◽  
Student Focus Group ◽  
Innovative Curriculum

Blended Learning Experience of Graduate Students

2015 ◽  
pp. 999-1021
Author(s):  
Wafa Hozien
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Blended Learning ◽  
Learning Experience ◽  
Early Years ◽  
Research Needs ◽  
Face To Face ◽  
Student Focus ◽  
Student Focus Group ◽  
The University

Blended learning has been in existence for over a decade, and more research needs to be done to determine its efficacy and desirability for colleges and universities. The goal of this chapter is to document the ways in which blended learning has changed the university learning experience for graduate students. End-of-semester student questionnaires were analyzed, and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Quantitative and qualitative data was collected through the questionnaires, a student focus group, and faculty interviews. The goal of this chapter is to answer the questions: How do graduate students perceive the BL experience? What are the faculty's perspectives about changes in the delivery of instruction? How has the university learning experience been changed as a consequence of BL? Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.

scholarly journals Revising a Doctor of Nursing Practice Program in Response to Student Focus Group Feedback

2016 ◽  
Vol 9 (1) ◽  
pp. 51-54 ◽  
Author(s):  
Sheila Grossman ◽  
Meredith Wallace Kazer ◽  
Nancy Moriber ◽  
Patricia Calderwood
Keyword(s):  
Focus Group ◽  
Nursing Practice ◽  
Doctor Of Nursing Practice ◽  
Group Feedback ◽  
Student Focus ◽  
Student Focus Group

Blended Learning Experience of Graduate Students

2014 ◽  
pp. 387-409
Author(s):  
Wafa Hozien
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Blended Learning ◽  
Learning Experience ◽  
Early Years ◽  
Research Needs ◽  
Face To Face ◽  
Student Focus ◽  
Student Focus Group ◽  
The University

Blended learning has been in existence for over a decade, and more research needs to be done to determine its efficacy and desirability for colleges and universities. The goal of this chapter is to document the ways in which blended learning has changed the university learning experience for graduate students. End-of-semester student questionnaires were analyzed, and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Quantitative and qualitative data was collected through the questionnaires, a student focus group, and faculty interviews. The goal of this chapter is to answer the questions: How do graduate students perceive the BL experience? What are the faculty’s perspectives about changes in the delivery of instruction? How has the university learning experience been changed as a consequence of BL? Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.

Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms

2015 ◽  
Vol 14 (2) ◽  
pp. 140-163 ◽  
Author(s):  
Icy Lee ◽  
Pauline Mak ◽  
Anne Burns
Keyword(s):  
Focus Group ◽  
Student Learning ◽  
Writing Classroom ◽  
Teacher Interviews ◽  
Content Type ◽  
Individual Teacher ◽  
Student Focus ◽  
Student Focus Group ◽  
Writing Feedback ◽  
The Impact

Purpose – The purpose of this paper is to examine how the teachers implemented innovative feedback approaches in their writing classroom and the extent to which the innovative feedback approaches impacted upon student attitude and performance in writing. In the writing classroom, teacher feedback serves as an assessment as well as a pedagogical tool to enhance the teaching and learning of writing. While there is no shortage of literature on the topic of feedback per se, there is scant research on teachers’ attempts to implement change to conventional feedback practices, as well as the impact of such feedback innovation on student learning. Drawing on data gathered from individual teacher interviews, student questionnaires, student focus group interviews, pre-and post-writing tests and classroom observations, this study seeks to explore two teachers’ change initiative in their writing feedback approaches. Design/methodology/approach – The study used multiple sources of data including individual teacher interviews, student questionnaires and student focus group. Findings – The results suggest that the innovative feedback approaches helped to enhance the motivation and writing performance of the students. The paper concludes with implications and insights to help teachers implement similar feedback innovations in their contexts. Practical implications – First, the findings suggest that focused written corrective feedback is a viable option for responding to student writing, especially for low proficiency students in English as a foreign language (EFL) contexts. Second, teachers might consider the option of removal or delay in the reporting of scores, where appropriate. Third, more intensive training might be necessary to help students improve their peer evaluation skills and their ability to write more constructive comments for their peers. Originality/value – The significance of the study lies in the contribution it can make to existing writing feedback research that pays insufficient attention to teacher feedback in real classroom contexts, uncovering the process through which teachers attempt to bring improvement to conventional feedback practices, as well as the impact of feedback innovation on student learning in naturally occurring classroom contexts.

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