Feedback for Learning Development: Tourism students' perspective

Abstract The process of providing feedback is core to teaching and learning. However, literature infers that good feedback can get lost in translation. This study responds to this issue by exploring the nexus between feedback and Learning Development with tourism students at a British university. The study focuses on how students perceive and digest feedback to enhance their learning; addressing student concern. The findings reveal that students have mixed perceptions and are concerned with timescales, inconsistencies and the clarity of assessment criteria, which relate to their personal learning style. Practical implementations are presented to enrich learning materials from a student perspective.