An Overview of Audio and Written Feedback from Students' and Instructors' Perspective

Autor/inn/en	Sarcona, Alessandra; Dirhan, Dara; Davidson, Patricia
Titel	An Overview of Audio and Written Feedback from Students' and Instructors' Perspective
Quelle	In: Educational Media International, 57 (2020) 1, S.47-60 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2020.1744853
Schlagwörter	Feedback (Response); Integrated Learning Systems; Computer Mediated Communication; Audio Equipment; Written Language; Student Attitudes; Undergraduate Students; Preferences; Cognitive Style; Assignments; College Faculty; Teacher Attitudes + Suchen Sie Ihr Suchwort? Computerkonferenz; Audio-CD; Geschriebene Sprache; Schülerverhalten; Cognitive styles; Kognitiver Stil; Assignment; Auftrag; Zuweisung; Fakultät; Lehrerverhalten
Abstract	The use of learning management systems in higher education provides a means for connecting students and faculty online and provides numerous options in the provision of feedback for student work. How students perceive and utilize feedback is an ongoing area of research that reaches all disciplines in education. Data on students' use of audio and written feedback were collected from students who volunteered to complete an online questionnaire. The findings of a qualitative study of 116 undergraduate university students' perceptions about audio and written feedback is presented. Most participants reported a preference for written feedback over audio feedback; mostly due to visually being able to see their strengths and areas to improve on their work. Students found it difficult to follow instructor comments on the audio recordings in connection with their written document; however, students would like to have both assessment modalities on future assignments as they appreciated the personal nature of hearing the instructors' voice. Results showed a significant association between students' perceived learning style and type of feedback preference. This study demonstrated that using various forms of feedback and researching new technologies will help determine student and instructor feedback preferences and guide future teaching practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01