One thing about feedback this is counterintuitive is that, students are generally very bad at understanding what actually helps them learn. When I say learn I mean gain a conceptual understanding and procedural fluency in whatever they are learning that sticks with an ability to appropriately transfer that knowledge beyond the context they've seen it in.
So unfortunately when a student says "that was great!" research has found that to be negatively correlated with learning.
If you want to delve into a study that talks about this and what effective teaching looks like in the long-term I really recommend this study done at the US Air Force Academy [0].
It is the closest thing I have seen to a gold standard study in education where a lot of research is dubious at best:
Look at what Carrell and West handed us with this study:
- 7 year study at the US Air Force Academy - 10,534 students - 421 faculty members - 30 core courses, all standardized (math, science, social science, humanities, and engineering) - Random assignment of students to professors in initial course and follow-on courses
[0] https://www.jstor.org/stable/10.1086/653808
I've got an email in my profile if you want to discuss!
