Constructive Feedback in Teaching: The Art of Teaching and Effective Communication

Paul Andrew Bourne, Clifton Foster — Wed, 21 Aug 2024 00:00:00 +0000

Students are more effective in mastering concepts when pedagogical practices are streamlined to provide constructive feedback in learning environments. Teachers use effective methods, strategies, and approaches to build students’ self-efficacy and empowerment and achieve success by assessing learning outcomes. This paper evaluates the importance of constructive feedback in teaching, learning, and communication. Teachers' constructive feedback significantly impacts how the information is conveyed and interpreted compared to the actual message conveyed to the students (Wisniewski et al., 2020). Feedback deemed constructive could have been more effective in students needing more literacy, self-esteem, processing, and capacity to respond to facilitators' engagements in learning environments (Carless, 2022). Many students negatively perceive their teachers and dismiss constructive feedback because they do not perceive it. Feedback is critical in teaching and learning and must not be discounted when educating or communicating with people. Providing feedback in teaching and learning or communication is more than a simple response to an issue; it must be targeted, information-given, help address the inadequacies identified, and not be abusive or belittling to the recipients. This approach provides actionable advice.

An Inquiry into the Challenges Experienced by Information Communication Technology (ICT) Students at a Higher Education Institution (HEI) in Jamaica

Wed, 21 Aug 2024 00:00:00 +0000

Introduction: Despite the pivotal role that Information and Communication Technology (ICT) plays in driving economic development, students pursuing ICT education in Jamaica face numerous barriers that hinder their academic success and professional readiness.

Objectives: This study seeks to comprehensively explore the challenges experienced by ICT students in a Jamaican Higher Education Institution (HEI). The primary goals are to identify critical barriers affecting students' academic performance, assess the adequacy of existing support systems, and evaluate the alignment between educational curricula and industry needs. Furthermore, the study aims to provide actionable recommendations for stakeholders to enhance ICT education and foster greater career readiness among students.

Methods and Materials: A quantitative cross-sectional descriptive research design was adopted to comprehensively understand the challenges experienced by ICT students at a Jamaican HEI. Data were collected through a self-administered questionnaire using a purposive sample of 44 ICT students across different academic levels and programmes within the HEI. The survey captured data on access to technological resources, financial constraints, career aspirations, and perceptions of institutional support.

Findings: Over 70% of students reported needing more access to essential technological resources, including laptops, specialised software, and reliable internet connections. Students frequently cited a need for practical exposure to real-world ICT applications, indicating that the curriculum needs to prepare them for the dynamic demands of the ICT sector.

Conclusion: This research highlights the urgent need for systemic interventions to address the challenges ICT students face in Jamaica. Addressing these issues requires strategic investments in ICT infrastructure, including modern hardware, software, and reliable internet connectivity, along with a curriculum aligned to industry demands and enhanced with practical learning opportunities.

Global Journal of Emerging Trend in Education and Social Science (ISSN: 2582-1377)

Constructive Feedback in Teaching: The Art of Teaching and Effective Communication

An Inquiry into the Challenges Experienced by Information Communication Technology (ICT) Students at a Higher Education Institution (HEI) in Jamaica