A Case Study on Audio Feedback with Geography Undergraduates

Several small-scale studies have suggested that audio feedback can help students to reflect on their learning and to develop deep learning approaches that are associated with higher attainment in assessments. For this case study, Geography undergraduates were given audio feedback on a written essay...

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Bibliographic Details
Published in:Journal of geography in higher education 2011-05, Vol.35 (2), p.217-231
Main Authors: Rodway-Dyer, Sue, Knight, Jasper, Dunne, Elizabeth
Format: Article
Language:English
Subjects:
Audio Equipment
audio feedback
Case Studies
College students
Essays
Feedback
Feedback (Response)
Focus Groups
Geography
Geography Instruction
Higher education
Interviews
Learning
pedagogy
Questionnaires
Student Attitudes
student learning
student satisfaction
Teaching Methods
Undergraduate Students
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Summary:Several small-scale studies have suggested that audio feedback can help students to reflect on their learning and to develop deep learning approaches that are associated with higher attainment in assessments. For this case study, Geography undergraduates were given audio feedback on a written essay assignment, alongside traditional written feedback. The pros and cons of such a technique are explored via student questionnaires, focus groups and individual interviews, combined with a stimulated recall session with the tutor to analyze the feedback process. Results highlighted the need for careful consideration of various factors (optimum time length, style, tone of voice, the register of language and timing) when giving audio feedback.
ISSN:0309-8265
1466-1845
DOI:10.1080/03098265.2010.524197