Preprint
Enhancing Learning Expectations: A Feedback-Informed Curriculum Redesign in Health Promotion
SSRN, Vol.Series Paper No. 42
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
16/12/2025
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Abstract
The purpose of this report is to show how Expectation-Confirmation Theory was used as part of a quality assurance process to analyse student feedback to inform the redesign of a shared health promotion unit. Reflexive thematic analysis was conducted on comments from the 2023-2025 Student Evaluations of Teaching survey results. Gaps between what students expected and what they experienced were identified and used to inform several targeted changes, including stronger alignment between learning outcomes and clinical practice, a guided marking activity to improve assessment understanding, and a streamlined content sequence to reduce cognitive load. A mixed-method analysis of post-intervention outcomes showed notable improvements in relevance, workload and overall satisfaction. Student comments also reflected clearer expectations, stronger disciplinary relevance, and improved organisation. These findings demonstrate the practical value of using Expectation-Confirmation Theory as a framework for interpreting student feedback and informing curriculum redesign in shared units.
Details
- Title
- Enhancing Learning Expectations: A Feedback-Informed Curriculum Redesign in Health Promotion
- Creators
- Alex Benjamin Lawrence - Southern Cross UniversityFiona Naumann - Southern Cross University
- Publication Details
- SSRN, Vol.Series Paper No. 42
- Series
- Southern Cross University Scholarship of Learning and Teaching Research Paper Series
- Publisher
- Elsevier
- Identifiers
- 991013337290902368
- Academic Unit
- Faculty of Health
- Language
- English
- Resource Type
- Preprint
- Local Fields
- Original Research - SoLT