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It modifies Biggs’ revised two-factor study process questionnaire (R-SPQ-2F) to provide point-of-contact feedback while preserving the survey’s diagnostic function. Two survey versions—feedback and non-feedback—are presented, and results show significantly higher perceived support for learning from the feedback version. 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However, the benefit to the current students undertaking the survey is not always evident. By modifying Biggs’ revised two-factor study process questionnaire (R-SPQ-2F), we have provided students with immediate point-of-contact feedback that encourages students to consider their own cognitive processes. The main purpose of the modified tool is to provide immediate benefit to the student, whilst retaining the functionality of the survey for the researcher. Two versions of the survey werepresented to students, a feedback version and non-feedback version, with results indicating that the participants of the feedback version had a significantly higher opinion that the survey helped them to be a better learner. In general, the importance students place on feedback, regardless of the version of the survey completed, was evident in the study. The point-of-contact survey model implemented in this study has successfully allowed a tool  \nJust another student survey?–Point-of-contact survey feedback enhances the student experience and 83  \nlets researchers gather data  \nthat was once exclusively researcher focused to be oriented towards current students, introducing an additional layer of feedback, which directly benefits the current student, whilst retaining its usefulness as a diagnostic research tool.  \nKeywords: Feedback, survey feedback, student feedback, point-ofcontact feedback, immediate feedback, R-SPQ-2F.  \nIntroduction  \nSurvey questionnaires are an established and effective means to access evidence that can be used to assess and improve the quality of teaching (Richardson, 2005:387) . However, this has tended to be a one-way process, in which student respondents provide information with little, if any, immediate return. Survey questionnaires using computers, however, have the potential to enhance the positive effect they can have on the respondent; they have long done this. This is largely because they can use automated processes that easily and quickly skip blocks of questions based on the respondent’s answers. This effectively tailors the survey to the respondent, thus both enhancing the survey relevance to the individual respondent, and reducing perceived redundancy or irrelevance within the survey. Such an approach allows a directness of interaction between the respondent and the survey, and therefore allows a depth of feedback to be provided through extensive branching of questions (Doherty & Thomas, 1988:11) .  \nResearch regarding effective student feedback indicates that feedback clearly aids students to become more competent and confident and build self-assessment skills that allow for students to self-correct weaknesses in their work (Bird & Yucel, 2014:508) . In contrast, James, Krause, and Jennings (2010:61), in a study of first-year students at Australian tertiary institutions, found that only one-third of first-year students in Australia believe that the feedback about their performance was helpful.  \nRegardless of the purpose of any student survey, providing feedback to participants, apart from being ethical, encourages further participation, as it demonstrates to the student the value of their responses to the research being undertaken (Watson, 2003:145). Additionally,  \n84 Warren Lake, William Boyd, Wendy Boyd and Suzi Hellmundt  \nfrom a student-centered perspective, the type of feedback received when entering higher education will likely play an important part in influencing their future learning ","cbCaitllmBjpjCno","https://ap.wps.com/l/cbCaitllmBjpjCno","pdf",434221,23,"English","# Introduction\n## Student surveys and one-way feedback\n## Interactive survey tools and immediate feedback\n## Research focus and the modified R-SPQ-2F","[{\"question\":\"What problem does the study address about traditional student surveys?\",\"answer\":\"Traditional surveys are often a one-way process where students provide information with little or no immediate return, so the benefit for current students is unclear.\"},{\"question\":\"How is Biggs’ R-SPQ-2F questionnaire modified in this research?\",\"answer\":\"The tool is modified to deliver immediate point-of-contact feedback to students while retaining the survey’s functionality for researchers.\"},{\"question\":\"What do the results indicate when students receive feedback within the survey?\",\"answer\":\"Participants using the feedback version reported a significantly higher opinion that the survey helped them become a better learner, and the importance of feedback was evident across versions.\"}]","Just another student survey? - Point-of-contact survey feedback enhances the student experience | PDF",1792074701,58]