Personalized instructor responses to guided student reflections: Analysis of two instructors' perspectives and practices

Abstract

One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that facilitates student reflections and personalized instructor responses. In the present work, we report on the experiences and practices of two instructors who used the GRF in an introductory physics lab course. Our analysis draws on two sources of data: (i) post-semester interviews with both instructors and (ii) the instructors' written responses to 134 student reflections. Interviews focused on the instructors' perceptions about the goals and framing of the GRF activity, characteristics of good or bad feedback, and impacts of the GRF on the nature of teacher-student relationships. Their GRF responses were analyzed for the presence of up to six types of statement: encouraging statements, normalizing statements, empathizing statements, strategy suggestions, resource suggestions, and feedback to the student on the structure of their reflection. We find that both instructors used all six response types, and that they both perceived that the GRF played an important role in the formation of meaningful connections with their students. This exploratory qualitative investigation opens the door to future work about the impact of the GRF on student-teacher relationships.