Student feedback is an important feature in higher education, enabling us to understand what is and is not working on a course, while empowering students to influence their own academic experience.
Most established feedback channels act as quantitative snapshots of the course, which are scalable and allow for robust comparisons to be made.
But it is arguable that, alone, these snapshots are not enough to explore the complexity and breadth of the student experience – and because of this, we often make assumptions about why changes over time have occurred or why certain groups of students might be more, or less, satisfied with their learning than others.
So recently there has been an emerging focus upon the benefits of using longitudinal qualitative data to add value to snapshot feedback in higher education.
