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

Abstract: In higher education, the process of closing the feedback loop requires a multifaceted approach which encourages meaningful student-teacher interactions and improved and fosters student-centered learning. This paper builds upon existing studies on student-centered feedback conducted in other regions to examine the impact of student feedback on the learning process in a Pakistani institute. It utilizes student feedback loops, data and information pertaining to 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-center 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 (2006) thematic qualitative analysis to further refine instructional practices. This research will emphasize 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.