Delivering student feedback in higher education: the role of podcasting

Cooper, Steve

doi:10.1386/jmte.1.2and3.153_1

Cited by 15 publications

(19 citation statements)

References 10 publications

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“…Overall, the results of our study support conclusions reached in other studies with regard to the benefits to students of audio feedback, especially in terms of the personal nature of this approach to feedback, its clarity, and its suitability for conveying detailed responses (Brearley & Cullen, 2012;Cooper, 2008;Ice, Swan, Kupczynski, & Richardson, 2008;Merry & Orsmond, 2008;Rotheram, 2009). Audio feedback was generally popular with our students, as was also noted by Rotheram (2009) andCann (2014), and students reported that they had a fuller learning experience, also shown by Cavanaugh and Song (2014).…”

Section: Discussionsupporting

confidence: 88%

“…Although logistically problematic in the past (particularly for large courses), the use of audio feedback has increased as recording devices have become more ubiquitous and electronic transmission of audio files has become simpler (France & Wheeler, 2007;Middleton, 2011;Rotheram, 2007). Using this feedback on writing assignments, along with or instead of traditional written feedback, can help to both alleviate student disengagement and encourage students to take feedback more seriously (Bauer, 2011;Cann, 2014;Cavanaugh & Song, 2014;Cooper, 2008;Ice, Swan, Diaz, Kupczynski, & Swan-Dagen, 2010;Ice, Curtis, Phillips, & Wells, 2007;Johanson, 1999;Sipple, 2007;Wood, Moskovitz, & Valiga, 2011). Audio feedback has been shown to be useful in encouraging students to grasp nuance and detail in critiques (Bauer, 2011;Cann, 2014;Cavanaugh & Song, 2014;Ice et al, 2007;Sipple, 2007), and to enhance student retention and application of formative feedback (Bauer, 2011;Ice et al, 2007;Merry & Orsmond, 2008;Sipple, 2007); research shows it to be effective (Brearley & Cullen, 2012;Macgregor, Spiers, & Taylor, 2011;Orsmond & Merry, 2011), well-liked (Rotherham, 2007, and well-used, with students being more likely to open an audio file versus picking up written comments (Lunt & Curran, 2009).…”

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confidence: 99%

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Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments

et al. 2018

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Competence in written scientific communication is an important learning outcome of undergraduate science degrees. Writing helps students learn, encourages them to think creatively and critically about their learning, and trains them in communicating their insights as disciplinary experts. However, challenges exist in incorporating writing assignments into large undergraduate science classes, including lack of student engagement and difficulty in providing effective and personalized formative feedback to large numbers of students. Engagement and feedback are especially important for developing writing skills, which require active, reflective, critical attention on the learner’s part: it would be very useful if one mechanism could enhance both. We recently integrated audio feedback into the stages of a term-long, multi-part scientific literacy assignment in a large undergraduate biology class at the University of Toronto Mississauga, using it for formative purposes at early stages of the assignment. In order to determine the utility and effect of the audio feedback, we collected data from both teaching assistants (TAs) and students. In general, students felt audio feedback was constructive and engaging, and both TAs and students commented that audio feedback was more personal than written feedback. However, TAs noted that it took longer for them to give audio feedback compared with written feedback, and that they encountered technical issues with emailing audio feedback to the students. Overall, the response to audio feedback from both students and TAs suggested that this approach is logistically feasible and might aid in overcoming the disengagement that is often found in large introductory courses. La compétence en communication scientifique écrite est un résultat d’apprentissage important dans le cadre des diplômes en sciences au niveau du premier cycle. L’écriture aide les étudiants à apprendre, les encourage à réfléchir avec créativité et sens critique à propos de leur apprentissage et leur donne la formation nécessaire pour communiquer leurs idées en tant qu’experts dans leur discipline. Toutefois, il existe un certain nombre de défis dans le cas de grandes classes de sciences au niveau du premier cycle quand il s’agit d’y incorporer les travaux écrits, entre autres la participation des étudiants et les difficultés à donner à un grand nombre d’étudiants des rétroactions formatives personnalisées. La participation et les rétroactions sont des éléments particulièrement importants pour que les apprenants développent des compétences en écriture, qui exigent de leur part une attention active, réflective et critique. Il serait donc très utile si un mécanisme pouvait inclure ces deux éléments. Nous avons récemment intégré la rétroaction audio dans les diverses étapes de travaux de longue haleine à parties multiples portant sur des connaissances scientifiques dans une grande classe de biologie de premier cycle à l’Université de Toronto Mississauga, avec un objectif formatif dès les premières étapes des travaux. Afin de déterminer l’utilité et les effets de la rétraction audio, nous avons recueilli des données auprès des chargés de cours et des étudiants. En général, les étudiants ont déclaré que la rétroaction audio était constructive et favorisait la participation, et tant les chargés de cours que les étudiants ont indiqué que la rétroaction audio était davantage personnelle que la rétroaction écrite. Toutefois, les chargés de cours ont fait remarquer que cela leur prenait davantage de temps de donner une rétroaction audio qu’une rétroaction écrite et qu’ils avaient eu des problèmes techniques pour envoyer par courriel à leurs étudiants les rétroactions audio. En général, la réaction à la rétroaction audio tant de la part des chargés de cours que des étudiants suggère que cette approche est logistiquement réalisable et pourrait aider à relever le défi d’absence de participation souvent présent dans les cours d’introduction offerts à un très grand nombre d’étudiants.

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Section: Discussionsupporting

confidence: 88%

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confidence: 99%

Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments

et al. 2018

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“…Many studies have reported on the personal and engaging nature of audio feedback (e.g. Cooper 2008, Ice et al 2008, Merry & Orsmond 2008 and results discussed earlier add further support to this. What is not clear from this study is the relative importance of, or synergy between, these two elements in enhancing engagement with and the impact of the feedback although we strongly suspect that the timing of the feedback is more important.…”

Section: Student Perceptions Of Formative Audio Feedbackmentioning

confidence: 56%

Providing Students with Formative Audio Feedback

Brearley

Cullen

2012

Bioscience Education

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The provision of timely and constructive feedback is increasingly challenging for busy academics. Ensuring effective student engagement with feedback is equally difficult. Increasingly, studies have explored provision of audio recorded feedback to enhance effectiveness and engagement with feedback. Few, if any, of these focus on purely formative audio feedback on draft submissions of written assignments. This study encouraged a cohort of 40 students to submit drafts of written assignments, two weeks before formal submission, in order to receive audio recorded feedback. Nearly half the cohort either did not submit drafts or submitted only brief outlines. The level of draft completeness impacted on the characteristics of the lecturer's feedback. While students receiving audio feedback gained significantly higher marks for finished work, this cannot be directly attributed to receipt/use of feedback as analysis suggests generally more able students are more likely to submit more complete drafts, which leads us to ask the question, are we simply helping better students to perform even better? Audio feedback was reported as clear, engaging and helpful; however, timing of feedback (before formal submission) may be of greater importance in terms of impact on attainment than the audio format. We suggest a model that focuses efforts on formative feedback (in advance of formal submission) and selective provision of summative feedback (targeted feed forward).

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“…Cochrane later on pursued to do a survey on the efficiency of the program in helping students improve their presentation skills and the result showed that students" overall experience with ViP was positive [11]. Recommendations from researchers to improve students" presentation skills through standardized training viewing their presentations, and comprehensive self-assessment were also supported in these studies [2], [12], [20], [21].…”

Section: Implementing a Virtual Presentation Program In Esl Classroomsmentioning

confidence: 98%

Implementing a Virtual Presentation Program in ESLClassrooms

Tazijan¹,

Rahim²,

Halim³

et al. 2012

IJEEEE

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Abstract-One of the skills that graduates today need to acquire is being able to present their ideas in front of an audience. However, it is becoming extremely challenging for today's educators to monitor individual students' presentation skills and for students to adequately practice their presentation skills in front of their classmates due to increasing class sizes, time, and logistical constraints. This problem, however, can be partially overcome by using technology such as the Virtual-i Presenter program (ViP), which enables students to record and practice oral presentations using Power point and a web cam. This technology was introduced in a presentations skills class for English as a Second Language (ESL) students. This pilot study aimed to provide an insight on how undergraduates' presentation skills can be honed via the use of new technologies in the language learning process. Using ViP technology, students were able to recreate the reality of presentations and practice their presentations multiple times during their selflearning time, without impacting on normal class time. Lecturers were then able to evaluate individual presentations as class time was no longer a constraint and provide feedback to improve future delivery. Students were surveyed using questionnaires to help determine their views on improvements in delivery and confidence, language, content and organization, non verbal communication, and the ViP program itself. Results from the survey indicated positive outcome from students and lecturers using this program. The ability of practice presentations multiple times seemed to help improve fluency, presentation content, and confidence. However, language skills such as intonation and pronunciation could not be improved while practicing and could only be identified after feedback was obtained from lecturers.

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Delivering student feedback in higher education: the role of podcasting

Cited by 15 publications

References 10 publications

Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments

Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments

Providing Students with Formative Audio Feedback

Implementing a Virtual Presentation Program in ESLClassrooms

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