Developing and evaluating an organizational learning process to continuously improve teaching

The contribution of this paper is a description and evaluation of an organizational learning teaching process for continuously improving the content and delivery of lectures within a course and the overall course. Other authors suggest using periodic feedback mechanisms. In this research, the organizational learning literature and a survey of students provide support for using a periodic end-of-lecture feedback mechanism within the teaching process. The organizational learning teaching process applies the concepts of organizational learning and quality management to generate continuous, fact-based, student-teacher dialogue. The teaching process aims to model the humanistic and informational requirements for organizational learning and continuous improvement. The plan-do-study-act cycle from quality management provides a framework to view each lecture and course from a learning cycle perspective. "Lessons learned" from each lecture and course are transferred to other lectures and to the next offering of the course. Detailed descriptions are given for the organizational learning teaching process and associated data forms to use. Both quantitative and qualitative results describe students' collection perceptions of and participation in using the feedback mechanism. Results show students react favorably to using a feedback mechanism and are active in the continuous improvement of the course.