“Better Not to Ask?”: A Reflective Account on What my Students Think I Should Start, Stop, and Continue Doing

Speaker:Jamel Alimi| Location:Room 20| Date:August 13, 2016| Time:10:30-11:00

Abstract

Students at higher education institutions are frequently solicited to give their feedback on faculty teaching performance and style. The data collection instruments that they deal with tend to be framed in such a way that they do not allow respondents to provide their feedback in their own words.  Two of the  most immediately resulting effects are the serious delay in listening to the voice of these learners in question and the extreme difficulty, if not impossibility, in making it actionable in due time. This paper reports a two-phase study conducted during 2015 Fall semester at Middle East College, Oman, in attempt to address the foibles stated above. The instrument used was Start-Stop-Continue Cards—a powerful, simpler, yet under-explored feedback collection instrument. This investigation utilized a convenience sample of three student cohorts (n= 98) enrolled in three different disciplines.  The qualitative data, triangulated with questionnaire-based results, were categorized thematically, analyzed, and then openly discussed with respondents in class. Findings suggest that students’ feedbacks, both written and verbal, whilst sharing much in common, did differ seriously in focus, concerns, and changes these participants wished to see take place.  This raised and is still raising questions about how in-service teachers, including myself, project images of themselves which might diametrically clash with their own students’ views. This investigation is hoped to contribute to the current hot debate on engaging best the increasing diversity of the student body at higher education institutions in the Sultanate and worldwide  and providing them with high-quality learning experiences..

Biography

Ja(87) Jamel Alimimel Alimi is a Senior Lecturer of English currently working at the Middle East College-Muscat, Oman. He holds an MA in Applied Linguistics from Nottingham University, UK.  He is interested mainly in Discourse Analysis, teacher development, learner motivation, and higher education syllabus design.

 

Category: Day 3 | August 13, 2016, Presenter Schedule

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