Was that loud enough for you? Students perceptions and staff reflections of audio feedback

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Abstract

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.
LanguageEnglish
Pages91-110
JournalPerspectives on Practice and Pedagogy
Volume4
Publication statusPublished - Sep 2013

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@article{1f4de2a1c093454b8eb2f6f4d0a23dca,
title = "Was that loud enough for you? Students perceptions and staff reflections of audio feedback",
abstract = "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.",
author = "Clare Carruthers and Brenda McCarron",
note = "Reference text: References Centre for Higher Education Practice (CHEP), University of Ulster, Available at http://ee.ulster.ac.uk/assessment_and_feedback/index.php?/principles/, [accessed 26th September 2012]. 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. 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. 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.ac.uk [Accessed 29/06/2013] 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. 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]. University of Ulster (2012) University of Ulster Assessment Handbook, Available from http://www.ulster.ac.uk/academicoffice/assessmenthandbook.html. [Accessed 14/02/13] 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 = "2013",
month = "9",
language = "English",
volume = "4",
pages = "91--110",
journal = "Perspectives on Practice and Pedagogy",
issn = "2044-7388",

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TY - JOUR

T1 - Was that loud enough for you? Students perceptions and staff reflections of audio feedback

AU - Carruthers, Clare

AU - McCarron, Brenda

N1 - Reference text: References Centre for Higher Education Practice (CHEP), University of Ulster, Available at http://ee.ulster.ac.uk/assessment_and_feedback/index.php?/principles/, [accessed 26th September 2012]. 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. 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. 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.ac.uk [Accessed 29/06/2013] 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. 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]. University of Ulster (2012) University of Ulster Assessment Handbook, Available from http://www.ulster.ac.uk/academicoffice/assessmenthandbook.html. [Accessed 14/02/13] Williams, J., Kane, D., Sagu, S., and Smith, E. (2008) Exploring the National Student Survey Assessment and Feedback Issues. York: The Higher Education Academy.

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N2 - 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.

AB - 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.

M3 - Article

VL - 4

SP - 91

EP - 110

JO - Perspectives on Practice and Pedagogy

T2 - Perspectives on Practice and Pedagogy

JF - Perspectives on Practice and Pedagogy

SN - 2044-7388

ER -