What does student feedback about technology reveal about the changing nature of post-secondary education and equitably supporting student development?
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Post-secondary student input about ChatGPT and other AI matters not only for accountability, but also as a savvy way to strategize about the future of higher education.
Rather than just blaming the students, educators must consider why course materials are not being read and develop strategies to tackle the problems students face.
Some students may wonder why they bothered returning to campus. Others are struggling online. But lecturers who do engage students think deeply about how they do it, using all available tools.
Immersive and collaborative lab experiences are now possible online, and in the future they will complement in-person lab work.
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Before the pandemic, only a fraction of students made use of the wide range of curricular and extracurricular experiential learning opportunities, but through online engagement that can change.
We need to look for more engaging and relevant assessments that use the tools available in an online environment for re-envisioning NAPLAN.
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Assessments need to be relevant to the real world and test more complex skills to better predict competency, standards of literacy and teaching.
For many students, the experience of teacher-led feedback is underwhelming or negative, and they are effectively left to their own devices.
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Despite heavy investment by universities, student experience of feedback higher education continues to be less than desirable, especially for at-risk students.
After 10 years of minimal breakthroughs, NAPLAN doesn’t seem to be going anywhere but online.
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NAPLAN is great at tracking changes over time and between demographics, but not so great at measuring what factors effect change, engagement or creativity.
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