Listening and Learning: Reflections on the use of audio feedback: An Excellence in Teaching and Learning Note

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Abstract

This note reflects on student perceptions of audio feedback made available via the Virtual Learning Environment (VLE) for various types of assessment. Consistent with action research the study identifies best practice, and highlights issues in relation to implementation. It utilised 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 feedback. The intention was to identify where audio feedback via the VLE is effective and why, which was researched via a student survey. Based on these insights the findings have been disseminated as best practice to other colleagues in the Higher Education (HE) sector, in particular focusing on where it has been most effective in relation to assessment and feedback.
LanguageEnglish
Pages4-11
JournalBusiness and Management Education in HE
Volume1
Issue number1
Publication statusPublished - 2014

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Teaching
learning
best practice
learning environment
student
action research
education

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title = "Listening and Learning: Reflections on the use of audio feedback: An Excellence in Teaching and Learning Note",
abstract = "This note reflects on student perceptions of audio feedback made available via the Virtual Learning Environment (VLE) for various types of assessment. Consistent with action research the study identifies best practice, and highlights issues in relation to implementation. It utilised 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 feedback. The intention was to identify where audio feedback via the VLE is effective and why, which was researched via a student survey. Based on these insights the findings have been disseminated as best practice to other colleagues in the Higher Education (HE) sector, in particular focusing on where it has been most effective in relation to assessment and feedback.",
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. In Conference Proceedings of the ‘A Word in Your Ear Conference’, Sheffield Hallam University. Ekinsmyth, C. (2010) Reflections on using digital audio to give assessment feedback. Planet 23, 74–77. 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 at http://www.jisc.co.uk. {\circledC} 2014 A. Adcroft, BMHE, Vol 1, Issue 1 (April 2014) The Higher Education Academy 10 doi:10.11120/bmhe.2013.00001 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. Laughton, D. (2012) Using voice files to provide feedback to students on assessed work – an evaluation of efficiency and effectiveness perspectives. In Proceedings of the 19th EDINEB Conference: ‘The Role of Business Education in a Chaotic World’, pp165–171. Haarlem, FEBA ERD Press. Available at http://epubs.surrey.ac.uk/615474/1/Proceedings_EDiNEB_2012_ final_ for_website.pdf. Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback provided via audio files. Bioscience Education 11 (3), no page cited. Nortcliffe, A. and Middleton, A. (2007) Audio feedback for the iPod generation. In Proceedings of the 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. Nugent, J.S., Reardon, R.M., Smith, F.G., Rhodes, J.A., Zander, M.J. and Carter, T.J. (2008) Exploring faculty learning communities: Building connections among teaching, learning, and technology. International Journal of Teaching and Learning in Higher Education 20 (1), 51–58. 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. Williams, J., Kane, D., Sagu, S. and Smith, E. (2008) Exploring the National Student Survey Assessment and Feedback Issues. York: The Higher Education Academy. Carruthers et al. {\circledC}",
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N2 - This note reflects on student perceptions of audio feedback made available via the Virtual Learning Environment (VLE) for various types of assessment. Consistent with action research the study identifies best practice, and highlights issues in relation to implementation. It utilised 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 feedback. The intention was to identify where audio feedback via the VLE is effective and why, which was researched via a student survey. Based on these insights the findings have been disseminated as best practice to other colleagues in the Higher Education (HE) sector, in particular focusing on where it has been most effective in relation to assessment and feedback.

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