The National Student Survey (NSS) highlights that students are “notably less positive about assessment and feedback on their assignments than about other aspects of their learning experience” (Williams et al., 2008, 2). A clear relationship has been identified between student satisfaction and feedback (The Higher Educational Funding Council for England (HEFCE), 2007 as cited by the Joint Information Systems Committee (JISC), 2010), therefore the consideration of alternative mechanisms to enhance student feedback has never been timelier. Further, given the context of the ‘digital native’ generation and the move towards full integration of delivery and support for all aspects of student learning via virtual learning environments (VLEs) such as Blackboard Learn+, it is opportune to consider alternative feedback mechanisms. Concomitantly, there is an increasing higher education (HE) evidence-base that demonstrates the need for and benefits of more innovation in the use of technology in supporting assessment and feedback for learning (Nortcliffe and Middleton, 2007; Rotheram, 2007; Merry and Orsmond, 2008). The objectives of this project were firstly to ascertain students’attitudes to and perceptions of audio feedback via Blackboard Learn+; secondly, to identify areas of best practice and thirdly, to highlight any issues in relation to implementation of audio feedback. After careful reflection the results of the study would be used to redesign activities in time for the next academic year. Further, this project complements and extends the existing evidence base for audio feedback and seeks to disseminate best practice and encourage its use by colleagues in the HE sector.
|Journal||Perspectives on Practice and Pedagogy|
|Publication status||Published (in print/issue) - Sep 2013|
Bibliographical noteReference text: References
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