Audio feedback on student assignments: boon or burden?

Abstract

This paper considers the pros and cons of giving formative feedback by audio as well as in writing. Post-qualification nursing students studying 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.

Publication Type:	Article
Subjects:	L Education > L Education (General)
Departments:	Professional Services > Learning, Enhancement and Development > Learning at City Journal

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