I like the sound of that – Audio feedback via the VLE: A mechanism for more effective feedback?

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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 various types of 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 is provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of formative and summative assessment feedback. The intention is to identify where audio feedback via the VLE is effective and why this will be researched via a combination of techniques including a survey, focus groups of staff and students and staff reflective logs. Based on these insights the findings will be disseminated as best practice to other colleagues in the HE sector, in particular focusing on where it is most effective in relation to assessment and feedback i.e. summative and formative, at what level and for which types of assessment.
LanguageEnglish
Title of host publicationUnknown Host Publication
Number of pages0
Publication statusPublished - 2013
EventAnnual Council for Hospitality Management Education Conference - Queen Margaret University, Edinburgh
Duration: 1 Jan 2013 → …

Conference

ConferenceAnnual Council for Hospitality Management Education Conference
Period1/01/13 → …

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learning environment
staff
best practice
student
action research
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Cite this

@inproceedings{a79505b86f3e44e6bbf79494ff85915c,
title = "I like the sound of that – Audio feedback via the VLE: A mechanism for more effective feedback?",
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 various types of 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 is provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of formative and summative assessment feedback. The intention is to identify where audio feedback via the VLE is effective and why this will be researched via a combination of techniques including a survey, focus groups of staff and students and staff reflective logs. Based on these insights the findings will be disseminated as best practice to other colleagues in the HE sector, in particular focusing on where it is most effective in relation to assessment and feedback i.e. summative and formative, at what level and for which types of assessment.",
author = "Clare Carruthers and Brenda McCarron and Peter Bolan and Adrian Devine and Una McMahon-Beattie",
note = "Reference text: 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. Ekinsmyth, C. (2010) Reflections on using digital audio to give assessment feedback, Planet, 23, 74-77. 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. 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. (2008) Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3). 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. 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.",
year = "2013",
language = "English",
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I like the sound of that – Audio feedback via the VLE: A mechanism for more effective feedback? / Carruthers, Clare; McCarron, Brenda; Bolan, Peter; Devine, Adrian; McMahon-Beattie, Una.

Unknown Host Publication. 2013.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - I like the sound of that – Audio feedback via the VLE: A mechanism for more effective feedback?

AU - Carruthers, Clare

AU - McCarron, Brenda

AU - Bolan, Peter

AU - Devine, Adrian

AU - McMahon-Beattie, Una

N1 - Reference text: 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. Ekinsmyth, C. (2010) Reflections on using digital audio to give assessment feedback, Planet, 23, 74-77. 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. 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. (2008) Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3). 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. 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.

PY - 2013

Y1 - 2013

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 various types of 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 is provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of formative and summative assessment feedback. The intention is to identify where audio feedback via the VLE is effective and why this will be researched via a combination of techniques including a survey, focus groups of staff and students and staff reflective logs. Based on these insights the findings will be disseminated as best practice to other colleagues in the HE sector, in particular focusing on where it is most effective in relation to assessment and feedback i.e. summative and formative, at what level and for which types of assessment.

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 various types of 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 is provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of formative and summative assessment feedback. The intention is to identify where audio feedback via the VLE is effective and why this will be researched via a combination of techniques including a survey, focus groups of staff and students and staff reflective logs. Based on these insights the findings will be disseminated as best practice to other colleagues in the HE sector, in particular focusing on where it is most effective in relation to assessment and feedback i.e. summative and formative, at what level and for which types of assessment.

M3 - Conference contribution

BT - Unknown Host Publication

ER -