Document Type

Conference Proceeding

Publication Date


Publication Title

Proceedings of the 2014 American Society for Engineering Education, ASEE Annual Conference and Exposition


In this paper, we describe our approach on how to achieve an adaptive learner-centric environment by using an unconventional student feedback process that utilizes Google Forms to periodically collect information about the course instruction. Students were asked to provide their input regarding lectures' clarity and content; the use of visual aids; time management; problem solving, instruction delivery; and student engagement in the classroom. Data collected from these anonymous surveys provided real-time formative feedback that helped faculty to react just in time to address issues related to student learning process. In addition to providing continuous feedback, this process has also shown to help students develop their metacognitive knowledge and therefore become more responsible towards their academic success. It also helped the instructor to understand the cognition profile of the student cohort to ultimately adapt the course content, pedagogy, and assessment to achieve an optimal learner-centric environment. The effectiveness of this approach was verified by assessing the students’ performance in pre and post exams. The pre exam was conducted to assess the students' performance without the implementation of this approach while the post exam was conducted to assess the same students' performance after this approach was implemented. Assessment results revealed that the students subject to this study were able to improve their grades and score higher on a major exam than they previously did without the additional benefit of the periodical feedback. Instructional methods developed and incorporated into the course lectures for continuous improvement are also presented in this paper


© 2014 American Society for Engineering Education. Authors may archive their work on personal websites or in institutional repositories with the following citation. Article obtained from the American Society for Engineering Education.