So you say you want feedback?
Posted by Amery Bodelson
Greeting, everyone! It’s weird how quickly this fall has flown by, and we’re looking at the holidays in a little over a week.
For my final paper, I chose to research more about the Millennial student, the digital native, and the types of feedback that they respond best to. I teach communication skills courses, and Turkle’s 2011 book Alone Together made me further analyze the students in my classroom and the way to best connect with them and help them learn. My abstract is as follows:
Today’s college students may enter the classroom physically or virtually. Because of emerging technologies, these digital natives, who are often Millennials, bring different communication habits and expectations to the classroom. For those who teach communication skills to college students to prepare them for the workplace and the world at large, it is critical to first understand these tech-savvy students and to give them feedback that will help them learn and improve. Because the modern-day classroom now involves various delivery methods, including video lectures, audio feedback, discussions, and phone conferences, to name a few, today’s educator must adapt different communication approaches best suited to those methods. This paper will attempt to answer the following questions: 1) What are the major changes in communication strategies and preferences for today’s college student (more precisely, today’s technical college student), and 2) How can communications educators provide better feedback to these students to help students improve their communication skills?
I love how research makes you question your own assertions and preferences. Before this research, I was admittedly in the curmudgeonly mindset that “Millennials these days need too much coddling.” Some research supports this, but with a better understanding of WHY they need more feedback, it feels less needy, and honestly, more reasonable.
I came to better understand who the digital native-Millennial student is, why and how she operates the way she does, and what types of feedback she responds to best. I was able to remind myself that just because I was taught to do something one way doesn’t mean it’s the right way or the best way. So, I’ll be taking some of the research findings I learned through this final paper and employing them in my six classes this coming spring. My students will be getting more audio feedback, more specific feedback, more actionable goals, and more timely feedback. I’m not sure yet how I’m going to juggle all of that with six courses, four of which are writing intensive, but I did learn that audio feedback has some advantages for instructors, too, in that it takes less time and makes them feel more engaged with their classes and students, too.
Overall, the research process reinforced the need to stay up to date on pedagogy, to keep learning and trying and growing. It’s something I try to instill in my students, and now I can speak from more recent, relevant experience with them about it.
Thank you all for your kind comments, suggestions, and posts this fall term. I hope you all have a fantastic holiday season and enjoy some much-deserved time away from studies and work.
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