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

## TL;DR

This study examines how two physics instructors used an online reflection tool to provide personalized feedback to students, highlighting the variety of response types and potential for fostering supportive instructor-student interactions.

## Contribution

It introduces the Guided Reflection Form (GRF) as a new tool for personalized instructor responses and analyzes its use in an introductory physics course.

## Key findings

- Instructors used all six response types aligned with their perceptions of good feedback.
- The GRF facilitates personal attention from instructors to students.
- The study opens avenues for exploring the impact of personalized feedback on student outcomes.

## 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, and characteristics of good or bad feedback. 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, in alignment with their perceptions of what counts as good feedback. This exploratory qualitative investigation demonstrates that the GRF can serve as a mechanism for instructors to pay personal attention to their students. In addition, it opens the door to future work about the impact of the GRF on student-teacher interactions.