Iqbal Akthar

Introduction

As programme leader and module tutor on a distance learning course, one of my tasks is to monitor the progress of the students. My aim is to provide expedient and sufficient feedback to the students, thereby assisting them in producing their final piece of work and, at the same time, assess the level of support they will require when they get here. The students concerned are all international students coming to the UK and working for the first time on assignments set by a British higher education institution. The course they are taking is in two parts: pre-summer semester (with two weeks of face-to-face teaching in their home institution, followed by 14 weeks of distance learning), then, in the summer semester, 14 weeks of full-time study on campus in the UK. The aim of the pre-summer semester element is to provide the students with a smoother transition from their home institution to the UK institution.

Student feedback is vital to the success of the learning and teaching strategy if an institution is to offer the optimum level of facilities and support services for students. Montgomery and Borg (2010) claim that many universities in the UK are responsive to the requests and views of students, especially international students, and are developing robust student support networks in the hope of attracting and retaining international students. Ryan (2005) encourages academics to understand both the situation and the expectations of international students; doing this enables them to provide the necessary support and allow the students to do well in the host country. She urges lecturers to do more in the transition period (at the very early stage) to ensure that the students are accepted, and to provide the assurance that support is available for their development. Ryan also claims that some students may be slow to adjust to the expectations of the programme, but this can be overcome by enhanced support and understanding. As a tutor, and in particular a tutor on a distance learning programme, my main aim is to give students as much support as possible before they arrive in the UK and build the confidence they need to progress onto the next stage of the degree programme. It is important to give the assurance that support will be available to the students when they arrive in the UK. In order to do this, tutors need to understand the students’ previous learning and teaching culture, as well as their learning attitudes, so that their weaknesses, strengths and expectations can be identified. This can be done, in the first instance, by giving feedback on the students’ first piece of work; in return, the students will then feedback their own comments to the tutor.

To provide written feedback to so many students can be time-consuming, especially if the students are to understand the comments fully and use them to make improvements to their work. It was in response to this challenge that I decided to try using Skype. Skype is relatively easy to use; it makes use of Voice over Internet Protocol (VoIP). Synchronous software like Skype allows live interactivity among users over the internet (Hoffman, 2004). It can involve instant messaging, videoconferencing, transmitting video messages, uploading Powerpoint files, and other features. Normally, the calling mode of communication is used, but at times students like to chat using the instant messaging mode. Face-to-face communication via the webcam is not used. After the students have been given individual feedback, they all receive an email outlining some of the topics that have been raised in the individual sessions and inviting them to contact their tutor whenever s/he is online. In this way, they have the opportunity to share their views on any aspect of the course, to disclose their own expectations, and to say what further support they feel they would like from the institution.

Providing feedback to students is a crucial part of learning and teaching in higher education and institutions are constantly looking at ways to improve the effectiveness of their feedback and thus promote a better learning environment. Good feedback enables students to reflect on what they have produced and motivates them to improve further on their work. It also lets the students know that their work has actually been read and that the efforts they are making are being valued (Harvey, 2011). The tone, language and format of the feedback play a crucial role in the learning process. Harvey (2011) argues that feedback must be given in a way that enhances a student’s self-esteem and encourages tutors not only to consider the way their feedback is given and the impact it might have on the student, but also to take into account the context of the student’s life.

Similarly, receiving and responding to student feedback plays an important role in maintaining the quality and standards of the institution. In the UK, students are requested to give formal feedback via the National Student Survey and Institution Student Survey.¹ However, it was felt that it would also be useful to gather the students’ feedback and, more importantly, act on it, before they arrive in the UK so that they can get the most from their student experience during the short time they are in the country. It was also felt that to develop a dialogue between the student and tutor would be more useful than simply producing a questionnaire or posting questions through a virtual learning environment.

This chapter, therefore, is an examination of both the practice and the author’s experience of using synchronous feedback with international students. It will discuss how synchronous feedback is informally collected and can enhance the learning experiences of international students. It will also argue that this is a positive and effective way of providing and receiving feedback as it allows students and their tutors to engage in a dialogue, and this, in turn, improves the process of learning and teaching. Nevertheless, the approach does have some problems and these also need to be considered carefully.

Interactive communication

McBrien et al. (2009) employed synchronous technology to facilitate student engagement in online learning. Using synchronous software Elluminate Live, they examined how this affected students’ learning experiences. Conducting a short open-ended survey, they learned that students were positive about the software, mainly because it allowed them increased interaction not only with the tutors, but also among themselves. The tutors concerned felt that the online platform gave them the opportunity to provide immediate feedback and also facilitated communication with the students, which is essential in distance learning. The research also suggested that, although some of the students encountered technical difficulties, they still believed that they had more advanced conversations and learning opportunities online than they might have had in a traditional classroom. In addition, those students who were shy and participated less in the classroom showed more interest in expressing themselves when they were online. McBrien et al. argued that this attitude towards learning allowed students to be more self-directed and to increase their level of autonomy. The author’s own observations support this: students appear to show a keen interest in synchronous feedback.

It is very important that students are provided with a suitable learning environment: they should be able to engage with their tutors in a safe and comfortable space. It is also important to pay attention to the tone used. Tutors taking part in the Skype sessions should speak slowly and choose their words carefully, so that the students not only understand what they are saying but also feel at ease and able to ask any further questions they might have. This means continually checking to make sure that the students have understood the feedback being given and how this can enable them to make the changes required to improve their work. It is vital not to be too vague, nor too critical. This can be achieved by starting and ending the conversation on a positive note, and making as many suggestions as possible as to how the students might improve their work. Pauses in the conversation could mean two things: that the student has not fully understood what is being said, or that the student has understood and is merely taking notes. If it is the former, then that student could be asked if he or she requires any further explanation, or simply to have the explanation repeated. In this way, tutors gradually gain the trust of their students, allowing them to engage in a conversation that will not only provide informal feedback on whether they are themselves being helpful to the students, but also on the students’ learning experiences in their home institution. In short, it allows tutors to learn about students’ previous experiences and also their expectations of the programme they are now on.

Some students are more active than others in conversing. One of the outcomes of adopting this style of communication, apart from giving and receiving feedback, is to encourage the students to speak out, as they would need to have the confidence to do in a classroom situation. International students may be shy and quiet (Wang and Reeves, 2007); therefore, getting them to engage in synchronous discussion can give them the opportunity to develop their communication skills. As they overcome their shyness and start to speak up, they also provide valuable feedback on the course. In this feedback, one of the common themes to emerge was the difference in teaching and assessment expectations between the UK and the student’s home institution. This was a crucial point to note. According to Ryan and Hellmundt (2005), it is important for lecturers not to make assumptions about the way international students learn. It is also not always easy for lecturers to understand the different cultural experiences and expectations of international students. Therefore, engaging in a dialogue with them and understanding their specific learning culture provides a valuable insight into the particular areas of support they might require.

Delivering feedback

It has been suggested that the frequency and method of delivering feedback leads to a positive learning experience (Lunt and Curran, 2010; Crook et al., 2012; Paladino, 2008). For example, Paladino (2008) believes that regular feedback between students and tutors not only helps students to enjoy learning, but also allows them to work independently and become used to seeking information for themselves. She adds that students learn most effectively when they understand the expectations of tutors and are confident that the tutors are aware of what they are doing and following their progress. The students then know that they will be able to get help when needed. This is consistent with the author’s own observations. When students are actually working on an assignment, they will often engage in a brief discussion with their tutor to get a quick reply to a question, or simply ‘chat’ with them whenever they are online. In other words, the students are being more proactive and appear to enjoy the experience of communicating with their tutors (Fox et al., 2007). By being available most of the time, a tutor will not only provide students with prompt replies, but at the same develop a good student-tutor relationship. Being approachable and understanding to the students’ needs gives them the assurance that support is in place for them, and will give them the confidence that it will also be there when they continue their studies on campus. Tutors also have the chance to get to know the students before they arrive in the UK, and are therefore better able to understand their abilities, monitor their progress and provide them with personalised advice and support. All this is an example of a good learning and teaching practice. Since the author has started using this method of communication, he has certainly seen an improvement in the students’ work, from first draft to the final piece submitted.

Problems with synchronous online feedback

The use of modern technology in the teaching of distance learning students does have its challenges, the main one being the need for up-to-date equipment and good internet bandwidth. Jelfs (2008) argues that the technology infrastructure in some countries may frustrate students and tutors who wish to use the internet as part of their teaching curriculum. Jelfs claims that, while in some countries there is an increase in the availability and strength of broadband, many others have no such communication tools or even computer accessibility, due to the limited or intermittent electricity supply. In this case, institutions and tutors will need to think carefully about the use of the internet in their teaching. In the author’s own experience, no such problems were encountered. Only two students have complained that they were unable to make contact due to technological problems. These students were living in a rural area and their internet bandwidth was not adequate for a Skype conversation. On this occasion, it was necessary to revert to discussing their work via email. In general, however, the quality of sound during most of the feedback sessions on Skype was very good.

Getting feedback or giving feedback to students can be exhausting and time-consuming. This is one of the problems of using this mode of communication. There will be popular times of the day, when it seems all the students wish to talk at once, then at other times there will be no one available or willing to talk. This, of course, is largely due to time differences between countries. Therefore, it is advisable to set criteria, or rules, for both students and tutors, particularly setting times, similar to office hours, when students can ‘pop in’ to discuss their work or to ‘chat’.

One of the other difficulties of gaining feedback using this method is that not all students seem willing to share their experiences. In some cases, they need to be prompted to talk. There are many possible reasons for this. It could be due to general reticence, but possible language difficulties must also be taken into account. International students tend to believe that because their language is poor they must remain silent – as they would in a classroom.

Conclusion

Students in the programme described in this chapter seem very positive and excited about using Skype as part of their learning process. This has been supported by comments received online and also by comments made at the Board of Study at the end of the programme. The use of this new technology has enhanced the whole learning and teaching experience, not only by building the confidence of the students but also by allowing their tutors to gauge their performance and give appropriate, individual and positive feedback. In addition, it has allowed tutors to get informal feedback that has helped them not just improve their own teaching but also to ask their institution for support. Furthermore, a valuable insight has been gained into the specific cultures of learning and teaching at the students’ home institutions and therefore a better understanding of the students and their expectations.

Trying out new methods in the learning and teaching process can also be a stimulating experience. With many new technologies now available, tutors should consider what can be implemented in their curriculum and how new technology can be used – in this case, to obtain informal student feedback, which is then used to enhance student experience in the UK. International students enroll at an institution for a new learning experience. They are aware that there will be challenges ahead of them and are willing to learn and develop themselves in ways that they might not have been able to do in their own country. But institutions and academics need to work alongside the students to help them overcome these challenges and so need to set up mechanisms to enable this to happen. The use of Skype and synchronous feedback is just one such mechanism. At the author’s own institution, this has provided a valuable opportunity to learn what the students have to say and, as a result, make any subsequent changes and preparations prior to the students’ arrival in the UK. Due to the nature of the programme described here, this is particularly important.

With international students becoming an important part of any university’s recruitment and retention figures, and the inevitable increase in staff workloads, there is always a risk that the quality of student experience may be compromised. With the advent of new technologies, both tutors and students should consider embracing innovative learning and teaching methods. However, institutions should make sure that they provide sufficient training and support for staff to enable them to use the new technologies and bring creativity into their subject areas. Tutors should be positively encouraged to be flexible and to experiment with a variety of new and different teaching methods, especially in the case of distance learning programmes. Likewise, it is important to develop new and innovative ways to obtain feedback from students. Instead of waiting until the end of a programme to hear what students want, students should be asked about their expectations, and what learning in a higher education context means to them, at the very start of their studies so that something can be done about it.

Further research (particularly using qualitative methods) would add to the understanding of how useful synchronous feedback is in enhancing teaching in distance learning programmes. It would be worth investigating how international students in particular view this mode of learning and teaching. For example, would it make any difference if there was face-to-face communication as opposed to simply using the call mode, and occasionally the chat feature? How would students respond to this, bearing in mind that international students are often reticent and will quite possibly be resistant to communicating with tutors in this way – at least at the beginning of their course. Would it be possible to use social networking sites to get feedback on student experiences? What about the boundaries that need to be in place between the tutor and students? Will the gender (of either the student or the tutor) affect the communication process? What training and support should be available for tutors adopting the use of new technology in their curriculum and method of collecting feedback? These are some of the questions worth examining in detail if tutors and institutions are looking to increase the recruitment of international students, and, above all, create a positive and effective learning experience for them.

References