Manuscript received June 26, 2024; revised July 30, 2024; accepted September 10, 2024; published November 12, 2024
Abstract—Traditional end-of-semester course evaluations fail to address students’ immediate concerns. This reduces the opportunity for pedagogical improvement and student engagement, affecting the production of statistically sound analyses and making future remedies less effective. The purpose of this study is to encourage students to immediately and continuously evaluate the teaching method using the Reflective Course Evaluation (RCE) system. Additionally, it aims to measure their acceptance of the introduced system. For this study, 136 students used the RCE system, developed using C# on the Microsoft Visual Studio Blazor platform, to record their frequent course evaluations throughout the semester. We administered a second survey at the end of the semester to assess the students’ acceptance of the novel reflective evaluation approach, which was based on the Technology Acceptance Model (TAM). Using the SmartPLS statistical package, the study found a strong direct path of 0.303 and an overall indirect path of 0.358 from feedback (FDBK) to the users’ Behavioral Intentions to Use the interactive survey (BIU). It also provides valuable insights for teaching improvements. The findings highlight the potential for increasing student involvement and use of the RCE as a replacement for the traditional system, which leads to prompt resolution of any pedagogical concerns. Despite limitations such as reliance on self-reported data, this pilot study lays the groundwork for more extensive research into the benefits of continuous feedback systems.
Keywords—feedback effectiveness, pedagogical method adjustments, Reflective Course Evaluation (RCE), student engagement, Technology Acceptance Model (TAM)
Cite: Samer Y. Al-Imamy, "Enhancing Educational Engagement through Feedback: A Study on the Reflective Course Evaluation System," International Journal of Information and Education Technology vol. 14, no. 11, pp. 1523-1531, 2024.