Response and Reflection on Post-Course (Student Satisfaction) Peer Review Feedback

The post-course peer review feedback provided a valuable opportunity for me to critically reflect on the overall effectiveness of my Online Teaching Module, particularly in terms of student satisfaction and course design. One area that stood out from the feedback was the fact that I did not link or embed my student feedback form directly into the course. As a result, students were not always prompted or reminded to complete the survey, and some expressed that they found it inconvenient to navigate away from the course platform to access the form. This insight is particularly important, as it highlights a missed opportunity to obtain more detailed and timely feedback that could have been used to make real-time improvements during the course. The feedback has also provided me with an understanding of how my decisions around course structure and accessibility can significantly influence student engagement and overall satisfaction.
Embedding Content and Feedback Forms

The lack of embedding the feedback form within the course was a key factor that affected student participation in providing feedback. According to Power (2020), integrating essential course components directly within the course platform is a best practice for fostering engagement and encouraging timely interaction. Not embedding the feedback form meant that students were more likely to disengage from the course when asked to navigate away, creating unnecessary barriers to providing feedback. The peer review feedback emphasized how this detour negatively impacted the completion rate of the student satisfaction survey, as students cited that they were not always inclined to leave the course platform to access the form.

Reflecting on this, I realize that embedding the feedback form directly into the course module would have ensured that students had easy and immediate access to it. In future course design, I will ensure that any assessments, surveys, or feedback tools are seamlessly integrated into the course itself, allowing students to provide feedback while they are still immersed in the course content. Power (2020) emphasizes the value of continuously adapting and improving the learning environment based on student feedback, and embedding the form directly into the course could have helped to encourage more constructive and consistent responses, enhancing the iterative feedback loop.
Student Navigation and Course Structure

Another significant piece of feedback from the peer review involved the issue of students navigating away from the course content to access additional resources or materials. Students and the course professor mentioned that the course was structured in a way that caused them to leave the platform to view external resources or content, which led to feelings of disconnection. This challenge reflects a broader issue of course design that affects both the student’s learning experience and their sense of engagement with the content. Power (2020) suggests that effective instructional design must account for creating an integrated learning experience that minimizes friction for learners. In this case, the decision to place important resources outside of the course platform created unnecessary obstacles for students and may have disrupted their learning flow.

Going forward, I plan to redesign the course to ensure that all relevant materials are embedded directly into the course platform or linked in a way that allows students to access them without leaving the course interface. For example, rather than directing students to external websites or documents that are housed outside the platform, I could utilize Moodle’s built-in resources, such as embedded videos, downloadable documents, and integrated quizzes, to keep students within the course. This change will help improve the overall learning experience by ensuring that students do not feel disconnected or distracted by the need to navigate away from the course content.
Using Peer-Review Feedback for Continuous Improvement

The peer review feedback, while highlighting areas of improvement, also underscored the importance of responsiveness to student needs and feedback throughout the course delivery. As Power (2020) notes, feedback is most effective when it is used as a continuous loop to refine and enhance course delivery in real time. In my case, the feedback pointed out that while students appreciated the overall content, the structure could be improved to facilitate easier navigation and more intuitive access to materials. This feedback will directly inform my next steps in improving both the Online Teaching Module and my online teaching practices.

In the future, I will prioritize incorporating feedback mechanisms that are well-integrated into the course structure. Additionally, I will take the opportunity to solicit mid-course feedback to ensure that adjustments can be made before the course concludes. Power (2020) highlights the significance of formative assessments and feedback that allow for real-time course improvements, which is something I plan to implement more systematically moving forward.
Conclusion

Reflecting on the post-course peer-review feedback and considering the improvements suggested, I have learned several valuable lessons. Not embedding the student feedback form directly into the course created barriers to gathering feedback, and directing students to external resources caused disengagement and disconnection from the course content. Going forward, I will make efforts to embed feedback mechanisms and content directly into the course to ensure greater student participation and minimize distractions. Additionally, by using the feedback to make continuous improvements to my online teaching practices, I can enhance student satisfaction and learning outcomes. As Power (2020) suggests, instructional design is an ongoing process that requires adaptation and refinement based on both student feedback and instructor reflection. These insights will guide my future course development, ensuring a more seamless, engaging, and student-centred learning experience.
References



Power, R. (2020). Everyday instructional design: A practical resource for educators and instructional designers. Routledge