Utilising the virtual learning environment to encourage faculty reflection and improve the student learning experience

Tiffany M. Winchester, Maxwell K. Winchester

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

1 Citation (Scopus)


Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.

Original languageEnglish
Title of host publicationIncreasing Student Engagement and Retention Using Immersive Interfaces
Subtitle of host publicationVirtual Worlds, Gaming, and Simulation
EditorsCharles Wankel, Patrick Blessinger
Place of PublicationBingley UK
PublisherEmerald Group Publishing Limited
Number of pages28
ISBN (Print)9781781902400
Publication statusPublished - 2012
Externally publishedYes

Publication series

NameCutting-Edge Technologies in Higher Education
ISSN (Print)2044-9968
ISSN (Electronic)2044-9976

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