A Case Study on Audio Feedback with Geography Undergraduates

Dados Bibliográficos

ID11955052
AutoresSue Rodway‐Dyer (0000-0003-1163-137X, University of Exeter, autor correspondente), Sue Rodway-Dyer, Jasper Knight (0000-0003-2035-9056, University of Exeter), Elizabeth Dunne (0000-0002-8616-7877, University of Exeter)
Ano2010
Volume35
Fascículo2
Páginas217-231
Data de publicação2010-11-25
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Geography in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0309-8265 • E-ISSN: 1466-1845
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098265.2010.524197
OpenAlexW2073892288
IdiomaEN
Citações recebidas9
Referências citadas6

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

Audio equipment · Audio feedback · Cognitive psychology · Focus (optics · Geography · Higher education · Linguistics · Mathematics education · Multimedia · Recall · Scale (ratio · Session (web analytics · Style (visual arts · Tone (literature · TUTOR · World Wide Web · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback