Student feedback is important to tutors, as it is most commonly used to improve teaching and course materials. However, the feedback received is often late and not detailed enough. This may be because students are afraid to provide critical feedback.

We believed that the introduction of mobile technology would remove these constraints, and improve the overall quality of the feedback responses.

The setting was problem-based learning tutorials for first year students at the University of Sheffield Medical School. 

Tutors were interviewed individually and collectively at the start of the academic year, and based on their input, a standard feedback questionnaire was designed, and distributed to students by two methods.

The research took place over ten consecutive PBL tutorials: 
 - Paper-based feedback was sought out in the first five
 - Mobile application-based feedback was introduced for the last five.

Both schemes were announced during lectures, and students were encouraged periodically to give feedback.

Student to teacher feedback is important, as most tutors wish to learn and improve their skills.

Our mobile application:
 - improved feedback response rates
 - improved quality of feedback
 - provided tutors with more critical feedback

From the significant impact mobile technology had in student feedback, it is clear from our research findings that this technology may have an important role in defining the future of higher education.

 - The mobile application method of seeking feedback shows promise in student to teacher feedback.

 - There are numerous developmental opportunities into mobile applications.

 - This technology could be used to enhance higher education, and may define the future of student learning.