‘I like the sound of that’ – anevaluation of providing audio feedbackvia the virtual learning environmentfor summative assessment

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Abstract

This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of this feedback mechanism, focusing on the most effective use of this digital medium and highlights directions for future research.
LanguageEnglish
Pages352-370
JournalAssessment and Evaluation in Higher Education
Volume40
Issue number3
DOIs
Publication statusPublished - 19 May 2014

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@article{0cf9eb7e66a34333ac025abb8e79a35f,
title = "‘I like the sound of that’ – anevaluation of providing audio feedbackvia the virtual learning environmentfor summative assessment",
abstract = "This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of this feedback mechanism, focusing on the most effective use of this digital medium and highlights directions for future research.",
author = "Clare Carruthers and Brenda McCarron and Peter Bolan and Adrian Devine and Una McMahon-Beattie and Amy Burns",
note = "Reference text: Boud, D. and Molloy, E. (2013) Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education. 38, 6, 698-712. Carruthers, C., McCarron, B., Bolan, P., Devine, A. and McMahon-Beattie, U. (2014) Listening and learning: Reflections on the use of audio feedback: An excellence in teaching and learning note. Business and Management Education in HE. 1 (1), 4-11. Dixon, S. (2009) Now I’m a Person: Feedback by audio and text annotation, Conference Proceedings, A Word in Your Ear, Sheffield: Sheffield Hallam University. Ferguson, L. M., Yonge, O. and Myrick, F. (2004) Students’ involvement in faculty research: Ethical and methodological issues, International Journal of Qualitative Methods, 3 (4), 1-14. Gibbs, G. and Simpson, C. (2004-05) Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, 1 (1), 3-31. Goodnough, K. (2003) Facilitating action research in the context of science education; reflections of a university researcher. Educational Action Research, 11 (1), 41–63. Gould, J. and Day, P. (2013) Hearing you loud and clear: student perspectives of audio feedback in higher education. Assessment and Evaluation in Higher Education, 38, 5, 554-566. HEFCE (Higher Education Funding Council for England) (2007) 2007 Teaching Quality Information Data. Bristol: HEFCE, available from http://www.hefce.ac.il/learning/nss/data/2007/. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2011) Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 2, 115-125. Horan, N. (no date cited) Use of digital audio to provide feedback for students coursework via the VLE, A Higher Education Academy Engineering Subject Centre Case Study, HEA, available from, http://www.heacademy.ac.uk/assets/documents/subjects/engineering/use-digital-audio.pdf, accessed 26/09/12. Ice, P., Curtis., R., Phillips, P. and Wells, J. (2007) Using asynchronous audio feedback to enhance teaching presence and students’ sense of community, Journal of Asynchronous Learning Networks, 11 (2), 3-25. JISC (2010) Audio Feedback, Creating New Digital Media, JISC, available from http://www.jisc.co.uk. King, D., McGugan, S. and Bunyan, N. (2008) Does it make a difference? Replacing text with audio feedback, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 3 (2), 145-163. Lunt, T. and Curran, J. (2010) ‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback. Assessment and Evaluation in Higher Education, 35, 7, 759-769. McIntosh, P. (2010) Action Research and Reflective Practice: Creative and visual methods to facilitate reflection and learning, Oxon: Routlege. McKernan, J. (2008) Curriculum and Imagination: Process theory, pedagogy and action research, Oxon: Routledge. McNiff, J. and Whitehead, J. (2010) You and Your Action Research Project, Oxon: Routledge. Merry, S. and Orsmond, P. (2007) Feedback via MP3 audio files, Centre for Bioscience Bulletin, The Higher Education Academy, 22, 5. Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3). Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education. 35, 5, 501-517. Nortcliffe, A. and Middleton, A. (2007) Audio feedback for the iPod generation. International Conference on Engineering Education, Coimbra, Portugal. Nortcliffe, A. and Middleton, A. (2008) A three year case study of using audio to blend the engineer’s learning environment, Engineering Education, 3 (2), 45-57. Norton, L (2009) Action Research in Teaching and Learning: A practical guide to conducting pedagogical research in universities, Oxon: Routledge. Orsmond, p., Maw, S., Park, J. R., Gomez, S. and Crook, A. (2013) Moving feedback forward: theory to practice. Assessment and Evaluation in Higher Education, 38, 2. 240-252. Parkin, H. J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for technology in enhancing students’ engagement with feedback, Assessment and Evaluation in Higher Education, 37, 8, 963-973. Robson, C. (2002) Real world research, Second Edition, Oxford: Blackwell. Rodway-Dyer, S., Knight, J. and Dunne, E. (2011) A case study on audio feedback with geography undergraduates, Journal of Geography in Higher Education, 35 (2), 217-231. Rotheram, B. (2007) Using a MP3 recorder to give feedback on student assignments, Educational Developments, 8 (2), 7-10. Rotheram, B. (2009a) Sounds Good: using audio to give assessment feedback, The Assessments, Learning and Teaching Journal, 7, Winter, Leeds: Leeds Metropolitan University. Rotheram, B. (2009b) Sounds Good: Quicker, better assessment using audio feedback, A JISC funded project, Final Report, Version 1, available from http://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/soundsgood.aspx, accessed 27/09/12. Stockwell, J. (no date cited) Audio feedback for students, A Higher Education Academy Engineering Subject Centre Case Study, HEA, available from http://www.heacademy.ac.uk/assets/documents/subjects/engineering/audio-feedback-students.pdf, accessed 26/09/12. Trimingham, R. and Simmons, P. (no date cited) Using audio technology for student feedback, A Higher Education Academy Engineering Subject Centre Case Study, HEA, available from http://www.heacademy.ac.uk/assets/documents/subjects/engineering/using-audio-technology-student-feedback.pdf, accessed 26/09/12. White, D. S. and Le Cornu, A. (2011) Visitors and residents: a new typology for online engagement, First Monday, 16 (9), no pages cited, available from http://journals.uic.edu/ojs/index.php/fm/article/viewArticle/3171/3049, accessed 25/03/14. Williams, J., Kane, D., Sagu, S., and Smith, E. (2008) Exploring the National Student Survey Assessment and Feedback Issues, York: The Higher Education Academy.",
year = "2014",
month = "5",
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doi = "10.1080/02602938.2014.917145",
language = "English",
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pages = "352--370",
journal = "Assessment and Evaluation in Higher Education",
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T1 - ‘I like the sound of that’ – anevaluation of providing audio feedbackvia the virtual learning environmentfor summative assessment

AU - Carruthers, Clare

AU - McCarron, Brenda

AU - Bolan, Peter

AU - Devine, Adrian

AU - McMahon-Beattie, Una

AU - Burns, Amy

N1 - Reference text: Boud, D. and Molloy, E. (2013) Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education. 38, 6, 698-712. Carruthers, C., McCarron, B., Bolan, P., Devine, A. and McMahon-Beattie, U. (2014) Listening and learning: Reflections on the use of audio feedback: An excellence in teaching and learning note. Business and Management Education in HE. 1 (1), 4-11. Dixon, S. (2009) Now I’m a Person: Feedback by audio and text annotation, Conference Proceedings, A Word in Your Ear, Sheffield: Sheffield Hallam University. Ferguson, L. M., Yonge, O. and Myrick, F. (2004) Students’ involvement in faculty research: Ethical and methodological issues, International Journal of Qualitative Methods, 3 (4), 1-14. Gibbs, G. and Simpson, C. (2004-05) Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, 1 (1), 3-31. Goodnough, K. (2003) Facilitating action research in the context of science education; reflections of a university researcher. Educational Action Research, 11 (1), 41–63. Gould, J. and Day, P. (2013) Hearing you loud and clear: student perspectives of audio feedback in higher education. Assessment and Evaluation in Higher Education, 38, 5, 554-566. HEFCE (Higher Education Funding Council for England) (2007) 2007 Teaching Quality Information Data. Bristol: HEFCE, available from http://www.hefce.ac.il/learning/nss/data/2007/. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2011) Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 2, 115-125. Horan, N. (no date cited) Use of digital audio to provide feedback for students coursework via the VLE, A Higher Education Academy Engineering Subject Centre Case Study, HEA, available from, http://www.heacademy.ac.uk/assets/documents/subjects/engineering/use-digital-audio.pdf, accessed 26/09/12. Ice, P., Curtis., R., Phillips, P. and Wells, J. (2007) Using asynchronous audio feedback to enhance teaching presence and students’ sense of community, Journal of Asynchronous Learning Networks, 11 (2), 3-25. JISC (2010) Audio Feedback, Creating New Digital Media, JISC, available from http://www.jisc.co.uk. King, D., McGugan, S. and Bunyan, N. (2008) Does it make a difference? Replacing text with audio feedback, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 3 (2), 145-163. Lunt, T. and Curran, J. (2010) ‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback. Assessment and Evaluation in Higher Education, 35, 7, 759-769. McIntosh, P. (2010) Action Research and Reflective Practice: Creative and visual methods to facilitate reflection and learning, Oxon: Routlege. McKernan, J. (2008) Curriculum and Imagination: Process theory, pedagogy and action research, Oxon: Routledge. McNiff, J. and Whitehead, J. (2010) You and Your Action Research Project, Oxon: Routledge. Merry, S. and Orsmond, P. (2007) Feedback via MP3 audio files, Centre for Bioscience Bulletin, The Higher Education Academy, 22, 5. Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3). Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education. 35, 5, 501-517. Nortcliffe, A. and Middleton, A. (2007) Audio feedback for the iPod generation. International Conference on Engineering Education, Coimbra, Portugal. Nortcliffe, A. and Middleton, A. (2008) A three year case study of using audio to blend the engineer’s learning environment, Engineering Education, 3 (2), 45-57. Norton, L (2009) Action Research in Teaching and Learning: A practical guide to conducting pedagogical research in universities, Oxon: Routledge. Orsmond, p., Maw, S., Park, J. R., Gomez, S. and Crook, A. (2013) Moving feedback forward: theory to practice. Assessment and Evaluation in Higher Education, 38, 2. 240-252. Parkin, H. J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for technology in enhancing students’ engagement with feedback, Assessment and Evaluation in Higher Education, 37, 8, 963-973. Robson, C. (2002) Real world research, Second Edition, Oxford: Blackwell. Rodway-Dyer, S., Knight, J. and Dunne, E. (2011) A case study on audio feedback with geography undergraduates, Journal of Geography in Higher Education, 35 (2), 217-231. Rotheram, B. (2007) Using a MP3 recorder to give feedback on student assignments, Educational Developments, 8 (2), 7-10. Rotheram, B. (2009a) Sounds Good: using audio to give assessment feedback, The Assessments, Learning and Teaching Journal, 7, Winter, Leeds: Leeds Metropolitan University. Rotheram, B. (2009b) Sounds Good: Quicker, better assessment using audio feedback, A JISC funded project, Final Report, Version 1, available from http://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/soundsgood.aspx, accessed 27/09/12. Stockwell, J. (no date cited) Audio feedback for students, A Higher Education Academy Engineering Subject Centre Case Study, HEA, available from http://www.heacademy.ac.uk/assets/documents/subjects/engineering/audio-feedback-students.pdf, accessed 26/09/12. Trimingham, R. and Simmons, P. (no date cited) Using audio technology for student feedback, A Higher Education Academy Engineering Subject Centre Case Study, HEA, available from http://www.heacademy.ac.uk/assets/documents/subjects/engineering/using-audio-technology-student-feedback.pdf, accessed 26/09/12. White, D. S. and Le Cornu, A. (2011) Visitors and residents: a new typology for online engagement, First Monday, 16 (9), no pages cited, available from http://journals.uic.edu/ojs/index.php/fm/article/viewArticle/3171/3049, accessed 25/03/14. Williams, J., Kane, D., Sagu, S., and Smith, E. (2008) Exploring the National Student Survey Assessment and Feedback Issues, York: The Higher Education Academy.

PY - 2014/5/19

Y1 - 2014/5/19

N2 - This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of this feedback mechanism, focusing on the most effective use of this digital medium and highlights directions for future research.

AB - This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of this feedback mechanism, focusing on the most effective use of this digital medium and highlights directions for future research.

U2 - 10.1080/02602938.2014.917145

DO - 10.1080/02602938.2014.917145

M3 - Article

VL - 40

SP - 352

EP - 370

JO - Assessment and Evaluation in Higher Education

T2 - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

SN - 0260-2938

IS - 3

ER -