Student feedback provided via surveys’ open text comments is often underused or analysed in a non-systematic way. This presentation explores benefits of a systematic longitudinal analysis of student qualitative feedback in order to understand the dynamics of student attitudes and perceptions either as a result of targeted institutional interventions or through the impact of 'wider forces' such as the current economic climate. Semantic analysis of the student responses represented as a concept map have been used to provide an in-depth insight into 'expected' and 'unexpected' changes in student perceptions of their learning experience over time.
Textual selection: using semantic analysis to drive institutional change
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