EVALUATING THE INFLUENCE OF STUDENT FEEDBACK ONLINE (SuFO) ON GEOTECHNICS COURSE DESIGN AND TEACHING STRATEGIES FOR QUALITY IMPROVEMENT

Abstract

The study explores the transition in teaching and learning (T&L) from pre-COVID-19, during COVID-19, to post-COVID-19, focusing on students' adaptation from physical to online classes using an open and distance learning approach. It evaluates the effectiveness of Student Feedback Online (SuFO) as an indirect measurement tool for quality assurance in higher education. A survey of 24 closed-ended questions divided into 4 sections collected student feedback on various aspects of a geotechnics course, including course content, teaching methods, and university facilities, from 2019 to 2023. Results show a significant increase in student satisfaction for post-COVID-19, with performance indicators for most sections rated "Very Good" or "Excellent," averaging over 80% based on performance indicator scale. The study highlights the importance of student feedback in assessing and enhancing teaching and learning processes, emphasising the potential of SuFO to drive continuous quality improvement and ensure the achievement of program and course learning outcomes. Potential future research directions include investigating the long-term impact of the changes made to the course, including course content, delivery method, and assessment approaches based on the SuFO outcomes.