Navigating Feedback in Higher Education: Insights from University Students in Turkiye

This study aims to explore university students' experiences and preferences of feedback (types and delivery methods) during their higher education. The research design incorporates a survey combining quantitative and qualitative data to examine university students' feedback experiences and satisfaction. Conducted on 105 students at a state university in Eskisehir, Turkiye, the study employs descriptive statistics and a descriptive analysis to analyze the data, ensuring an authentic representation of feedback practices in higher education. Findings reveal varied feedback delivery methods and types experienced by university students, with written and verbal feedback being prevalent. Despite the commonality of written feedback, a significant preference exists for verbal feedback, highlighting its effectiveness in personal, immediate communication. Video feedback, while innovative, is least received, indicating potential technological and faculty expertise barriers. Learning Management Systems (LMS) feedback, despite its prevalence, is not preferred by students, suggesting a need for more personalized feedback methods. Peer and self-feedback are moderately preferred, reflecting the value of diverse feedback types. However, the established presence of peer feedback does not necessarily translate to a strong preference, possibly due to concerns over peer evaluation pressure or credibility. The study also uncovers a strong preference for timely and immediate feedback, underscoring the importance of prompt responses in the educational experience. The study's implications suggest a need for educational strategies to prioritize student-centered approaches, integrating various feedback types to meet students' diverse needs and preferences effectively. The research underscores feedback's critical role in educational outcomes, advocating for ongoing adaptation in feedback strategies to ensure they are conducive to student growth and learning.