**Learner Feedback and Course Evaluation Policy **
The Open College
Document Control¶
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1.0 |
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Leadership Team |
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Yearly |
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This policy is due for review upon publication of updated QQI QA guidelines in 2025/2026 |
Record of Revisions¶
| Version | Date | Description | Approved by |
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| 1.0 | May 2025 | Initial Version | AB |
Learner Feedback and Course Evaluation Policy
Purpose:
This policy outlines The Open College’s approach to the collection, analysis, and use of learner feedback to support the continuous enhancement of teaching, learning, programme design, and the overall learner experience. Learner feedback is a core element of the college’s quality assurance system and reflects the institutional commitment to learner-centred education, transparency, and responsiveness.
The policy ensures that:
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Learner voice is actively and meaningfully incorporated into quality assurance and enhancement processes
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Feedback mechanisms are systematic, consistent, and aligned with programme and institutional review cycles
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Learners are informed of how their feedback contributes to changes in delivery, content, and support
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Feedback practices comply with relevant ethical and data protection standards.
Scope:
This policy applies to:
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All QQI-accredited programmes delivered by The Open College
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All forms of structured learner feedback including surveys, focus groups, feedback forms, and learner forums
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All staff involved in the delivery, coordination, and review of teaching and learning
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Feedback gathered at module, programme, and institutional levels.
Informal feedback or tutor-specific discussions are outside the formal scope of this policy but may inform local improvements when documented appropriately.
Principles:
The Open College’s learner feedback processes are guided by the following principles:
1. Learner-Centredness
Learner feedback is a key mechanism for understanding the learner experience. Feedback is actively sought and valued as an essential input into decision-making and quality enhancement.
2. Transparency
Learners are informed of how, when, and why feedback is collected. The outcomes of feedback processes and subsequent actions are communicated clearly and in a timely manner.
3. Constructive Dialogue
Feedback is not only collected but reviewed and responded to. The College commits to maintaining a feedback culture where learner input informs continuous improvement without punitive consequences.
4. Confidentiality and Ethical Practice
Learner feedback is gathered in a manner that respects privacy and complies with GDPR. Anonymity is maintained unless explicit consent is given.
5. Inclusivity and Equity
Feedback opportunities are accessible to all learners, including those studying remotely or requiring additional support. Tools and surveys are designed to be inclusive and accessible.
6. Continuous Improvement
Feedback processes themselves are reviewed regularly to ensure they remain effective, meaningful, and aligned with sectoral expectations.
Feedback Methods and Timing:
The Open College employs a variety of structured mechanisms to gather learner feedback at multiple points throughout the learner journey. These methods are coordinated to ensure alignment with quality assurance cycles and to promote responsiveness to learner needs.
Core Feedback Instruments
- End-of-Module Evaluation
Completed during the final week of each module. Includes questions on overall module design, assessment clarity, learning supports, and tutor effectiveness.
- Programme Feedback Survey
Conducted at the end of full programmes. Gathers feedback on the full learner journey, including onboarding, communications, content coherence, and learner support.
- Certification Survey
Distributed upon programme completion. Captures perspectives on employability, confidence, progression, and satisfaction with the college’s digital learning environment.
- Targeted Surveys
Initiated at the discretion of Programme Leads or QA where specific feedback is needed (e.g., on a revised module, new tool, or service issue).
Timing and Coordination
- Surveys are scheduled in line with programme calendars and reviewed annually to avoid survey fatigue.
- Focus groups and forums are arranged to complement (not duplicate) surveys and offer qualitative insight.
- Learner participation in surveys is voluntary but encouraged, and reminders are issued to maximise engagement.
Feedback Channels
- Surveys are delivered via Microsoft Forms.
- Learner input may also be collected via email, forums, or live class feedback when documented.
Responsibilities:
The effective implementation of student feedback processes relies on shared responsibility across academic, support, and governance functions. Roles are defined to ensure feedback is collected, analysed, acted upon, and communicated consistently.
Education Technologist
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Designs, administers, and oversees digital delivery of core feedback surveys
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Supports Programme Leads and Tutors in interpreting learner feedback
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Collates and analyses feedback trends across modules and programmes
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Provides reports to the Academic Board, QA Committee, and Leadership Team.
Programme Leads
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Ensure feedback processes are integrated into programme delivery cycles
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Review and act on feedback at module and programme level
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Engage with Tutors to identify improvement actions
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Provide learners with “you said, we did” updates where feasible.
Lecturers and Tutors
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Encourage student participation in feedback activities
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Create a supportive atmosphere for open, constructive feedback
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Reflect on feedback and adjust teaching approaches as appropriate
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Contribute to the feedback loop through discussions with Programme Leads.
QA/Academic Board
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Monitors the effectiveness of student feedback processes as part of institutional QA
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Reviews aggregated feedback reports and identifies themes for institutional action
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Ensures that feedback findings are reflected in programme review, validation, and strategic planning.
Operations/Support Teams
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Respond to service-related issues identified through student feedback
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Coordinate with academic staff to improve administrative, enrolment, and learner support systems.
Feedback Loop:
Closing the feedback loop is an important principle of quality assurance at The Open College. It ensures that student voices are not only heard but visibly acted upon in a timely, transparent, and meaningful way.
Institutional Response
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Aggregated feedback from module, programme, and graduate surveys is reviewed by the Education Technologist and Programme Leads.
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Key findings are reported to the Academic Board and used to inform decisions on programme design, delivery methods, digital tools, and learner supports.
Programme and Module-Level Actions
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Tutors and Programme Leads are expected to discuss common themes from feedback during internal review meetings.
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Where appropriate, adjustments are made to teaching approaches, assessment clarity, workload pacing, or support resources.
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Programme Leads document key actions taken and share these internally to support transparency and good practice.
Student Communication
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“You said, we did” updates are issued via Moodle, class forums, or email, summarising key changes made in response to student input.
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Where feedback cannot be actioned (e.g. due to regulatory or validation limits), this is also explained respectfully to maintain trust.
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Student forums or class wrap-ups may include short summaries of feedback trends and the college’s response.
Data Protection and Confidentiality:
The Open College is committed to gathering student feedback in a manner that upholds the highest standards of privacy, ethics, and data protection, in line with GDPR and institutional data policies.
Anonymity and Consent
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Most student feedback surveys are conducted anonymously to encourage honest, constructive responses.
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Where identity is collected, students are informed in advance, and their consent is sought.
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Participants may decline to participate or withdraw at any time without consequence.
Data Storage and Access
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Survey data is stored securely within EU-based platforms or The Open College’s protected digital environment.
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Access to raw feedback data is restricted to designated staff within QA, academic leadership, and the Education Technologist’s team.
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Aggregated or anonymised summaries are used in reports and presentations to ensure individual students cannot be identified.
Ethical Use of Feedback
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Feedback is used solely for quality enhancement and programme improvement.
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Negative or critical feedback is approached constructively and never used to penalise students or staff.
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Trends, rather than isolated comments, guide institutional and programme-level actions.
Retention and Disposal
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Feedback data is retained only for as long as necessary for QA and strategic reporting cycles.
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All records are reviewed periodically and securely disposed of in line with the college’s Data Retention Policy.
Review and Oversight:
Student feedback practices are subject to regular review to ensure they remain effective, relevant, and aligned with institutional strategy and QQI requirements.
Policy Review
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This policy is reviewed annually by the Education Technologist in consultation with Programme Leads and the Academic Board.
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Reviews consider sectoral updates, QQI guidelines, feedback from staff and students, and findings from internal audits or programme reviews.
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Any updates are approved by the Academic Board and communicated through internal QA channels.
Monitoring Effectiveness
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The QA Committee receives periodic reports on learner participation rates, satisfaction trends, and responsiveness to feedback.
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Themes identified from feedback are tracked longitudinally and linked to institutional KPIs (e.g., retention, learner satisfaction).
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Adjustments to survey tools, timing, or communication methods may be made to improve effectiveness and engagement.
Staff Development and Support
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Outcomes of student feedback are used to inform staff CPD planning, including training on teaching strategies, communication, digital tool use, and assessment practices.
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Staff are supported to reflect on feedback constructively and to develop action plans where needed.