Literaturnachweis - Detailanzeige
| Autor/inn/en | Cavanaugh, Andrew; Song, Liyan |
|---|---|
| Titel | Audio and Written Comments in an Online Undergraduate Composition Class: Student and Instructor Approaches and Preferences |
| Quelle | In: American Journal of Distance Education, 29 (2015) 4, S.248-259 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0892-3647 |
| DOI | 10.1080/08923647.2015.1085754 |
| Schlagwörter | Undergraduate Students; Writing (Composition); Feedback (Response); Preferences; Online Courses; Computer Mediated Communication; Written Language; Teacher Attitudes; Student Attitudes; Mixed Methods Research; Comprehension; Time on Task; Writing Assignments; Writing Evaluation; Technology Uses in Education; Surveys; Likert Scales; Statistical Significance; Measures (Individuals) |
| Abstract | This study investigated students' and instructors' approaches and preferences to audio and written comments in an online undergraduate composition class. A mixed-method design was employed utilizing both a survey instrument and interviews for data collection. Forty-nine students and five instructors participated. Students gave more positive ratings to audio comments than to written comments on global- and middle-level items. However, their impressions on the comprehensibility of audio and written comments at the micro level were mixed. Instructors showed a preference for audio comments over written comments in terms of time investment. In addition, instructor commenting styles and the medium used influenced the time invested in providing comments (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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