Audio feedback on student assignments: boon or burden?

Attenborough, J., Gulati, S. & Abbott, S. (2012). Audio feedback on student assignments: boon or burden?. Learning at City Journal, 2(2),

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Abstract

This paper considers the pros and cons of giving formative feedback by audio as well as in writing. Post-qualification nurses attending a short course on mentorship skills received both types of feedback, and were then asked to give their views on the two methods, either by participation in a survey or by personal interview or, by both. Audio feedback proved popular: students found it more ‘personal’ than feedback in writing, though they valued the complementarity of blended feedback (audio and written), and preferred to have both rather than either. A focus group with lecturers uncovered a degree of ambivalence, however: they shared with students the ideal of feedback as inter-personal and relationship-based, but providing both sorts of feedback required more of their time and appeared to involve duplication.

Item Type: Article
Uncontrolled Keywords: Formative feedback; audio feedback; CPD; short courses
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Learning Development Centre > Learning at City Journal
URI: http://openaccess.city.ac.uk/id/eprint/1638

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