Do Built Environment Students Want Feedback?

Feedback is a fundamental building block of Built Environment education For undergraduates, it is often the first-time students have transitioned from a more supervised and directed style of learning to becoming independent self-directed learners. As independent learners, feedback is arguably of key importance as it offers reassurance and guidance. Therefore, a failure to engage with feedback, could have detrimental impacts on the learning experience. Arguably, it is the students who achieve lower grades who are in most in need of feedback. However, there is a gap in current knowledge with regards to which students access the feedback available, and if this feedback is then actioned. This study aims to understand which students engage with feedback and what this engagement looks like. The grades and feedback engagement records of 494 students were analysed. This was then followed up with 12 student interviews. Analysis of student feedback requests reveals that interestingly, the higher a student’s grades, the more likely they are to request and action feedback. It appears the students in most need of feedback are the ones least likely to request and action it. The impacts of this research can help inform Higher Educational feedback policy and help support Built Environment students who could benefit the most from feedback, but are often not aware of the benefits feedback provides to become more resilient learners.