How To Collect Learner Feedback Effectively

How To Collect Learner Feedback Effectively

Image by Peggy und Marco Lachmann-Anke from Pixabay

The word “feedback” is normally associated with the teacher sharing his/her review about the learner’s progress. However, the feedback must be taken from the learner, especially in adult learning and corporate scenarios.

With a shift of training methodology from classroom to eLearning/mLearning, the scope of interaction between the learner and the trainer has almost vanished. Then how do you know that the course is effective and is benefiting the learners? We will discuss the same in this article.

Is it enough to take the feedback only at the end of the course? Will it provide sufficient proof and insight about the course delivery effectiveness? The answer is a clear “No”. Feedback should be a continuous process that should start before the start of the course till the end or even post the course is completed.

Before the start of the course:

The candidates usually go through the general information of the course to know the schedules, duration, and reviews. The learner tends to form a perception about the same that surely will play a factor in their interest in the course.

Collecting information at an initial stage will help you know your learners better and you will get a chance to make few changes in the course if required. The questionnaire should include the questions that will let you know about learner’s expectations from the course, the applicability in practical work scenarios, their previous knowledge and experience related to the topic, and concerns if any.

Keep the identity disclosure optional because many students do hesitate in sharing honest feedback for various reasons and some would like to get the answers from the instructor individually.

During the course:

As you assess the learners during the course by running some quizzes or small assessments, similarly, feedback should also be collected while the course is on. This can be in different forms based on the mode of the course. For example, in a virtual classroom-type of course delivery, questions should be thrown to the audience asking if they have clearly understood the topic or the module or they want to suggest a change. If it is an online course through Docebo, you can take the feedback in the form of a mix of multiple-choice or direct relevant questions like, What were the most difficult and easy topics, What have they learned so far, and how will be beneficial for them, etc.

A comment box or reaction emojis can be added to capture the feedback after every video, article, infographic. All this will only make meaning if the learner gets to know that their feedback is valuable and is being acted upon. Considering the situation and the problem, the same can be communicated either in the common sessions or forums or through short videos letting them know what can and cannot be changed.

On completion of the course

This is the most commonly used yet the most important feedback as provides the details on the overall learning experience. Use of the feedback in the form of agree, disagree and strongly agree form is not relevant for most of the cases as you cannot derive at the problem areas. Framing the questions in the form that the learner tells if the practical knowledge was relevant, in the apt quality or not. Knowing how applicable will be the knowledge gained from the course is the ultimate requirement. Asking what could be improved will help you get multiple ideas to improve your course.

Conclusion: It is important to take the feedback as it not only makes the employee feel valued but you get to know the areas that require rework and additional focus. Working constructively on the feedback will enhance the quality of the course making it more relevant thus improving the learning experience. This indirectly adds up to generate positive ROI.

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