FBL: Feedback Based Learning in Higher Education


  •  Yaron Ghilay    
  •  Ruth Ghilay    

Abstract

The study introduces a new model for higher education called FBL: Feedback Based Learning. It is intended to inform the lecturers regarding the progress of students through online questionnaires covering the whole course curriculum. Using technology, lecturers can make a diagnosis at the end of each main topic to find out if there are difficulties and who need help. The results are received and displayed in real time, allowing for immediate intervention to perform.

Students’ attitudes toward FBL have been examined in three courses based on the new model by asking learners to respond to a questionnaire at the end of each course (n=62). The study reveals that the use of the model significantly improved student learning because it allowed to accurately focus on their difficulties.
It was found out that FBL is suitable for a variety of types of content subject courses but it may be particularly appropriate for courses based on a hierarchical structure. In such courses, each subject depends on previous issues and when students accumulate gaps, it may prevent them from understanding the following themes. FBL provides a practical and feasible solution for such cases.



This work is licensed under a Creative Commons Attribution 4.0 License.
  • Issn(Print): 1925-4741
  • Issn(Onlne): 1925-475X
  • Started: 2011
  • Frequency: quarterly

Journal Metrics

Google-based Impact Factor (2018): 9.98

h-index (August 2018): 20

i10-index (August 2018): 60

h5-index (August 2018): 15  

h5-median(August 2018): 20

(The data was calculated based on Google Scholar Citations. Click Here to Learn More. )

Contact