Fostering Engagement and Effective Feedback in the Classroom
After reading Harris’s ‘Embracing the Silence: Introverted Learning and the Online Classroom’, I began reflecting on my approach to critiques (Crits) and how they’ve evolved with the shift to online learning during the COVID-19 pandemic. Before this transition, I cultivated a reciprocal, interactive atmosphere in the classroom, where students actively engaged in peer-to-peer feedback. However, the shift to online teaching presented new challenges, with many students disengaging, turning off cameras, and remaining silent unless prompted. This prompted me to adapt my feedback strategies to ensure all students felt encouraged to participate. As we return to in-person learning, I am rethinking how to integrate these lessons into creating a more inclusive classroom dynamic.
As a tutor on the BA Textiles course, critiques are vital to the learning process. Mirroring the real-world design environment, where receiving and offering feedback is crucial for professional growth. The pandemic disrupted this dynamic, especially as students became passive in the online environment. Harris (2022) describes how introverted learners struggle in these settings, feeling isolated and hesitant to engage in real-time discussions. I have realized that these challenges extend beyond online learning and can affect in-person critiques if we don’t consider the diverse needs of students.
Damiani (2018) suggests that “social media and the web… can actually be constructive platforms for being social, engaged, and present.” This made me question if we can adapt online engagement strategies to in-person teaching. While face-to-face communication remains essential, there are elements of virtual learning that can enhance the classroom experience. For example, small group discussions in online settings allow for quieter students to contribute in a more comfortable environment, and I plan to incorporate this approach into in-person critiques.
As Rosenberg (2005) asserts, “When we combine observation with evaluation, others are apt to hear criticism and resist what we are saying,” which resonates deeply with my approach to feedback. To avoid this, I plan to continue focusing on providing feedback through observation rather than evaluation. This method ensures that students can engage with the feedback without feeling criticised. I will also be more intentional with my verbal feedback, making sure it remains constructive and empathetic in the physical classroom setting.
Now that we are returning to physical classrooms, I intend to bring these strategies into the critique process. To ensure an inclusive environment, I will encourage every student to contribute, ensuring that no one is overshadowed by more vocal participants. Drawing from online teaching, I’ve learned the importance of structuring smaller group discussions and providing clear prompts. In the physical classroom, I’ll implement structured group critiques, giving students a chance to share feedback in smaller, less intimidating settings before contributing to the larger group discussion.
Moreover, I will implement regular check-ins throughout the course to encourage ongoing feedback, ensuring that students feel supported in their learning journey. Rather than waiting for formal critiques, I will foster a continuous feedback loop where students can share their thoughts and concerns as they work. I’ll also introduce more peer-led critiques, allowing students to lead discussions and practice giving constructive feedback.
To further refine my approach, I’ll continue reading ‘The Art of Feedback in Online Learning’(Leibold, N. & Schwarz, L.M, 2015) and ‘Rethinking Feedback’ (Hattie & Timperley, 2007), to better understand how to bridge the gap between online and in-person feedback practices and further improve my feedback techniques.
References
Damiani, L. M. (2018). “On the spectrum within art and design academic practice“. Spark: UAL Creative Teaching and Learning Journal, Vol 3 / Issue 1, pp. 16-25. (Accessed 12/01/25).
Harris, K. (2022). “Embracing the silence: introverted learning and the online classroom“. Spark: UAL Creative Teaching and Learning Journal, Vol 5 / Issue 1. (Accessed 06/01/25).
Hattie, J., & Timperley, H. (2007). “The Power of Feedback“. Review of Educational Research, 77(1), 81-112.
Leibold, N. & Schwarz, L.M., 2015. “The art of feedback in online learning. The Journal of Effective Teaching“. 15(1), pp.34-46.
Rosenberg, M. (2005). “Observing without evaluating. Nonviolent Communication: A Language of Life”. CA: Puddledancer Press. (Accessed 15/02/25)