Perspectives on feedback from economics students

By Student Voice
feedbackeconomics

Introduction

This post explores the unique feedback needs and expectations of economics students in UK higher education, highlighting how these differ from other disciplines and suggesting improvements to enhance their learning experience. Feedback is an important aspect of educational success, particularly in a field as rigorously analytical as economics. Engaging with economics students through feedback enables instructors to judge the clarity and effectiveness of their teaching, and the incorporation of strategies such as student surveys, text analysis, and active solicitation of student voice can be transformative. Students often seek feedback that not only clarifies their doubts but also guides their thinking in tackling complex economic problems. However, the process of delivering such feedback faces challenges, including staff constraints and varying levels of foundational knowledge in economics among students. Understandably, tapping into the nuances of what makes feedback in economics education effective is beneficial. By starting to look into these aspects, this post sets the stage for a deep dive into more detailed discussions on optimising feedback strategies to better cater to the needs of economics students.

The Necessity of Appropriate Feedback in Economics

In the area of economics education, the provision of targeted and constructive feedback emerges as a key factor in fostering a deeper understanding of economic concepts among students. The intricate nature of economic theories and models demands a response that not only addresses errors or misconceptions but also encourages a critical and analytical thought process. Often, the complexity of these theories can be daunting, and without clear, actionable guidance, students may find themselves lost in a web of abstract ideas.

It is important to note that while some might view economics as primarily theoretical, practical application is equally important. Feedback in this area should ideally bridge the gap between theory and practice, equipping students with the ability to apply theoretical knowledge to real-world problems. For instance, when discussing market dynamics, feedback that contextualises theory within current market scenarios can enhance the relevance and utility of the information provided. Conversely, inadequate feedback can leave students struggling to apply their knowledge effectively, which is particularly problematic in a learning environment that prizes both theoretical and application skills.

By weaving feedback into the daily learning process, educators not only clarify doubts but also significantly enrich the student's learning and comprehension. This ongoing dialogue between students and staff helps demystify complex theories and fosters a learning culture that thrives on inquiry and critical examination.

Student Expectations for Feedback in Economics Courses

In discussing student expectations for feedback in economics courses, it becomes clear that learners are looking for insights that are directly relevant and immediately applicable to the complex economic theories and models they encounter. Students express a keen interest in feedback that is not only prompt but sheds light on their specific queries, thereby enhancing their understanding of intricate subject matter. For students of economics, feedback that connects theoretical concepts with real-world economic issues is particularly valued. They look to understand how economic models function in actual scenarios, which makes the quality of feedback they receive from staff a critical component of their academic success. On the other hand, feedback that is vague or delayed can hinder their ability to grasp essential economic principles, potentially affecting their academic performance and confidence adversely. Given this context, institutions and staff involved in teaching economics must prioritise refining their feedback process to align closely with these expectations. Ensuring that feedback is both timely and informative can significantly benefit students, allowing them to apply economic concepts with clarity and confidence as they progress in their academic and future professional lives.

Challenges in Delivering Quality Feedback

One of the key hurdles staff encounter in providing quality feedback to economics students is managing the large number and diversity of their academic backgrounds, particularly in mathematics. Many students come with varied levels of proficiency in math, which is fundamental in understanding economic models and theories. This diversity means that feedback needs to be highly personalised, a task that becomes increasingly challenging with larger class sizes. Additionally, the breadth of economic topics, which blend both theoretical and constructive aspects, demands a nuanced approach to feedback. Therefore, while on one hand, feedback must be precise and aid in demystifying complex theories, conversely, it should also encourage practical applications. Another challenge emerges from the need for timely feedback. Economics students benefit significantly from quick responses that allow them to adjust their thinking and approach to assignments and projects. Delay in feedback can result in a lapse in understanding and a decline in student engagement. Surveys from students often point towards a desire for quicker, more actionable feedback that ties directly into their coursework and projects. Yet, the process of providing such detailed feedback is often hampered by staff workload and the considerable time investment required to look into each student's work thoughtfully and thoroughly. This dynamic points to a growing need for economic departments to explore more streamlined, efficient methods of delivering feedback that do not compromise on quality or the educational experience.

Case Study: Feedback on Economic Models and Theories

In a recent case study at a leading UK university, the effectiveness of feedback on complex economic models and theories was scrutinised. Anonymised data from a cohort of undergraduate economics students demonstrated how the nature of feedback profoundly influences their understanding and performance. Students who received detailed, context-specific feedback on their assignments showed significant improvement in comprehending advanced economic concepts compared to those who received generic comments. One particular instance highlighted was feedback given on an econometric model assignment. The staff provided comments that not only corrected computational errors but also explained the economic implications, helping students link theoretical knowledge with practical applications. Conversely, feedback that was overly brief or lacked specific examples did not demonstrate the same level of student progress. This disparity underscores the importance of well-tailored feedback in the learning process. Additionally, the case study revealed instances where timely feedback after assessments allowed students to correct misconceptions before moving on to more complex topics, thereby strengthening their overall academic foundation. This approach directly contrasts with delayed or unclear feedback, which often led to sustained confusion among students and a slower learning curve.

Strategies for Improving Feedback in Economics Education

In the process of improving feedback in economics education, several practical steps can be taken to make a significant difference. One effective strategy is the integration of more practical examples during lectures and in assignments. For instance, discussing real-life economic issues and connecting them to theoretical models helps students grasp abstract concepts more firmly. Additionally, employing peer reviews within student groups can encourage deeper engagement and understanding, as students often find it easier to receive and process feedback from their peers before it comes from an authority figure.

Increasing the number of teaching assistants can also play a key role in enhancing the feedback quality. More teaching assistants mean more opportunities for students to receive individualised guidance and clarification. This is especially beneficial in large classes where staff might struggle to provide detailed feedback to each student. Moreover, leveraging technology, including economic simulation tools, can offer students hands-on experience with economic models, allowing them to see the immediate outcomes of theoretical applications. This aligns tightly with providing timely and constructive feedback, making economic theories more accessible and less daunting to understand.

Engaging students through these strategies and ensuring feedback is a continuous part of the learning dialogue can dramatically benefit their educational experience and academic performance. The role of feedback in education cannot be overstated, particularly in a discipline as intricate as economics.

The Role of Technology in Feedback Provision

In the context of economics education within UK higher education, the use of technology to enhance feedback mechanisms has emerged as a significant development. Digital tools and platforms are now being employed to provide more timely and relevant feedback to students, which is key in a subject area as complex as economics. For instance, automated feedback systems can rapidly assess students' economic analyses and provide immediate corrections and suggestions. This instant response helps students adjust their learning strategies without delays, which is important for maintaining the ongoing process of academic improvement.

Interactive economic models, another technological advancement, enable students to explore economic theories in a dynamic and engaging way. By adjusting variables and immediately seeing the outcomes, students can better understand the practical implications of theoretical knowledge. Forums and online discussion boards also offer platforms where students can actively share their insights and receive feedback not only from staff but also from peers, enhancing the collective learning experience. These platforms importantly allow for the student voice to be heard, creating a richer, more inclusive dialogue around economic concepts. The integration of such technology thus not only supports traditional feedback methods but also expands the avenues through which feedback is given and received, aiding both staff and students in navigating the complexities of economic education.

Conclusion and Recommendations

Throughout this discussion, it's become clear that enhancing the feedback provided in economics courses can substantially improve student understanding and satisfaction. For institutions and staff dedicated to economic teaching, implementing focused changes can lead to significant educational benefits. Firstly, integrating real-world economic issues into feedback processes helps students connect theoretical knowledge with practical applications, enriching their learning experience significantly. Additionally, increasing staff-to-student interactions through additional teaching assistants or smaller tutorial groups could address the personalisation required in feedback. Prominently, incorporating technology such as automated feedback systems and interactive models can facilitate instant and relevant feedback, essential for timely student progress. It is important to ensure that these technological tools are used to complement, not replace, the invaluable human element in education. Finally, fostering a culture where student voices are actively sought and valued contributes to a more dynamic and receptive learning environment. By adopting these recommendations, economic education providers can expect not only enhanced academic performance but also a boost in student engagement and satisfaction, ultimately leading to a richer educational experience.

More posts on feedback:

More posts on economics student views: