Journal of Academic Research for Humanities (JARH) is a double-blind, peer-reviewed, Open Free Access, online Multidisciplinary Research Journal
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Vol. 5 No. 1 (2025)
The International "Journal of Academic Research for Humanities"

Research Articles

Optimising Pedagogical Practices through Feedback Loops: A Study on Student-Centred Learning in Higher Education

Published 27-03-2025

  • Mussarat Shahid

Mussarat Shahid
Head of Writing & Communication Centre, Department of English, Humanities, Forman Christian College University (A Chartered University), Pakistan

Abstract

In higher education, the process of closing the feedback loop requires a multifaceted approach which encourages meaningful student-teacher interactions and fosters student-centred learning. This paper builds upon existing studies on student-centred feedback conducted in other regions to examine the impact of student feedback on the learning process in a Pakistani institute. It utilises student feedback loops, data and information about the course objectives, assessments, tasks, and activities to continuously refine the instructional process, thus highlighting a learning and process-focused approach in place of a teaching and product-centred one. An action research design was used to foster ‘action-focused’ change in the learning process. 28 creative writing students were selected using convenience sampling to participate from the outset by giving feedback and recommendations through a Google form on the activities and tasks suggested by the teacher. The continuous dialogue between the learners and the teachers indicates the iterative nature of the process, aiming to improve instructional practices and promote student agency. Feedback loops in education allow educators to refine their teaching methods and enhance students' learning experiences. This paper used student grades as data for descriptive quantitative analysis, while student interviews and anonymous reflections underwent Braun & Clarke's (2006) thematic qualitative analysis to further refine instructional practices. This research will emphasise the importance of self-study for teachers in making their practices more feedback-oriented. Incorporating mutual feedback will demonstrate how a dynamic learning process can enhance both teaching and learning, showing its potential for continuous improvement in education.

Keywords

Feedback, Pedagogical, Agency, Thematic, Collaborative

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Author Biography

Mussarat Shahid

Mussarat’s core areas of interest and expertise are educational leadership, teacher training and English language teaching. Her passion lies in the cultivation and fostering, in teachers and leaders, of a love for innovative ways to make learning filled with fun and challenge. Mussarat is currently the Head of the Writing & Communication Centre at the Forman Christian College University, Lahore, Pakistan. 

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