Audio versus written feedback: Exploring learners’ preference and the impact of feedback format on students’ academic performance

Abstract

Very little is known about the impact of the different types of feedback on students' academic performance. This article explores students' preference in the use of audio and written feedback and how each type of feedback received by students impacts their academic performance in subsequent assignments. The study involved 68 students who were divided into two groups that received either audio or written feedback in their first assignment which was then recalled and applied into the second assignment. An analysis of results obtained in the second assignment was conducted and comparisons made between students in the audio and written feedback group. Students were also surveyed using an online questionnaire to ascertain their perceptions about the type of feedback they had received. The study established that the type of feedback received did not impact students' grades in the subsequent assignment. In addition, while students were broadly positive about audio feedback, they indicated a strong preference for written feedback in future assignments. The study recommends, among other things, further investigation into the link between students' learning styles and their preferences for different types of feedback.Keywords academic performance, audio feedback, feedback, feed-forward, written feedback Students' use and engagement with feedbackIn our effort to understand how students engage with and make use of the feedback they receive, there is a need to explore how students use audio and written feedback and how these impact their

The Relationship between Lecturer Feedback about Academic Performance and Academic Progress of Students

“…The type of lecturer feedback that the academic progress of students varies from one author to another. Morris and Chikwa (2016) established that the type of feedback received did not impact students' grades in the subsequent assignment. In addition, while students were broadly positive about audio feedback, they indicated a strong preference for written feedback in future assignments.…”

Student Perceptions of Feedback in Higher Education

“…There is a growing interest in the use of audio feedback in higher education (Morris & Chikwa, 2016). The use of technology creates an innovative opportunity to provide students with different modes of feedback (Evans, 2013).…”

“…Research suggests that feedback is within the top ten influences of learning (Hattie, 2009), and different forms of feedback can influence learning in various ways. It is important that no matter what format feedback is given in, that there are opportunities for feed forward (Morris & Chikwa, 2016). Overall, research which examines students' perspectives of feedback is limited (Poulos & Mahony, 2008).…”

Penggunaan Asesmen Berbasis Seesaw Untuk Meningkatkan Literasi Informasi Abad 21 Pada Pembelajaran Biologi

“…Siswa tidak selalu memperbaiki pekerjaannya setelah diberi feedback. Beberapa studi dalam Morris & Chikwa (2016) melaporkan bahwa pendidik mengeluhkan bahwa siswa tidak menerapkan perbaikan yang telah diberikan melalui feedback. Siswa tidak memperbaiki pekerjaannya karena feedback yang diterimanya terlambat atau informasi pada feedback yang diberikan oleh pendidik sukar untuk dipahaminya.…”