Hearing you loud and clear
Student perspectives of audio feedback in higher education
Bibliographic Data
| ID | 19378674 |
|---|---|
| Authors | Jill Gould (0000-0001-6567-8435, Sheffield Hallam University, corresponding author), Pat Day (Sheffield Hallam University) |
| Year | 2013 |
| Volume | 38 |
| Issue | 5 |
| Pages | 554-566 |
| Publication date | 2013-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2012.660131 |
| OpenAlex | W2015018704 |
| Language | EN |
| Citations received | 15 |
| References cited | 14 |
The use of audio feedback for students in a full-time community nursing degree course is appraised. The aim of this mixed methods study was to examine student views on audio feedback for written assignments. Questionnaires and a focus group were used to capture student opinion of this pilot project. The majority of students valued audio feedback as more detailed, personalised and supportive than written feedback. Lecturers were also consulted about their experience of audio feedback and its place within current assessment strategies. Further development of this innovative assessment feedback strategy and its integration into a post-registration nursing course is considered
Audio equipment · Audio feedback · Community college · Focus group · Higher education · Mathematics education · Medical education · Multimedia · Pedagogy · Peer feedback · Computer Science · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
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Teacher Written vs. Audio Feedback on Undergraduates’ Written Assignments
The Influence of Teacher Audio Feedback via WeChat Mini Program Sharedaka on Chinese College Students’ English Speaking Ability
Quality of Feedback in Higher Education
Medical students' experiences and needs from written reflective journal feedback
Channelling feedback through audiovisual presentations
Investigating Students’ Perceptions of Screencasting Style of Video Feedback in Online Courses
Towards Dialogue
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance
Enabling feedback seeking, agency and uptake through dialogic screencast feedback
Using technology to facilitate effective assessment for learning and feedback in higher education
‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment
A longitudinal, quantitative study of student attitudes towards audio feedback for assessment
Designing ChatGPT-mediated feedback activities in EFL writing
Qualitative analysis
The integrative review
The Discovery of Grounded Theory
Feedback
Assessment for learner self‐regulation
‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback
Beyond feedback
Qualitative Analysis for Social Scientists
Formative assessment and self-regulated learning
| Citations per year | 1.36 |
|---|---|
| Citation span | 2015 - 2026 (12) |
| Highly cited | No |