Documentation:Online Teaching Program/Module 9

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Online Teaching Program
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Workshop Resource Wiki
Welcome to the Workshop Resource Wiki for the Online Teaching Program. Here you find slides, links, and other resources that were shared in workshops.

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Module 9: Mid-course feedback on teaching

Mid-course feedback involves collecting feedback from students near the middle of a course in order to make adjustments before the term is over. In this module, we explore why and how you might implement mid-course feedback in your online course.

MCF is a term that refers to a range of techniques for collecting student feedback.

Please click here for additional information on Mid-course Feedback, including implementation strategies.

Why Do Mid-Course Feedback?

Information collected through MCF allows you, the instructor, to make adjustments to your teaching and course in order to enhance the learning experience of students who are currently enrolled in your course.

You can also use MCF to engage your students as co-creators of a course, to invite them to contribute to its success, and to help students understand the rationale behind various pedagogical practices you employ.

Benefits for instructors may include*:

  • Stronger rapport with your students when they recognize you  care about their learning
  • Valuable feedback from students while there is still time to make changes that can directly benefit/impact their learning and experiences
  • Increased engagement from students because student motivation may be higher
  • An opportunity to reflect on your teaching
  • Research suggests that students who participate in MCF are likely to take more standardized end of term evaluations more seriously.

Benefits for students may include*:

  • Having a voice in their course and feeling valued and respected by you
  • Contribute to changes that enhance their experience of learning in the course
  • Recognition that they have input into the course and there is some flexibility in their learning experience
  • An opportunity to reflect on their learning
  • Practice giving constructive feedback


Cook‐Sather, A. (2009). From traditional accountability to shared responsibility: The benefits and challenges of student consultants gathering midcourse feedback in college classrooms. Assessment & Evaluation in Higher Education, 34(2), 231-241.

Harris, G. L. A., & Stevens, D. D. (2013). The value of midterm student feedback in cross-disciplinary graduate programs. Journal of Public Affairs Education, 19(3), 537-558.

Veeck, A., O’Reilly, K., MacMillan, A., & Yu, H. (2016). The use of collaborative midterm student evaluations to provide actionable results. Journal of Marketing Education, 38(3), 157-169.