‘It was all in your voice’ - Tertiary student perceptions of alternative feedback modes (audio, video, podcast, and screencast): A qualitative literature review

Abstract

BackgroundFeedback is an integral part of teaching and learning with written comments being one of the most widely used methods of providing student feedback. From the student perspective, written feedback has been seen as limited in terms of its quality, vague nature and lack of clear examples with feedforward. Alternative feedback modes (including audio, video, podcasts, and screencast feedback) have been suggested as a means of enhancing feedback. ObjectiveThe purpose of this qualitative literature review is to synthesise the views of tertiary students on alternative feedback modes. Review methodsSearches were carried out in five online scientific databases (ERIC, Education Source, PsycINFO, Teacher Reference Center, and CINAHL Complete). Potentially relevant studies were screened against the inclusion/ exclusion criteria. Data were extracted using customised data extraction forms.The qualitative findings section of each included study underwent thematic synthesis. ResultsA total of 450 studies were identified through the search strategy. Ten studies met the inclusion criteria. Five themes were identified: belonging; greater comprehension from non-verbal aspects of communication; individualised and personal; technical/ practical technology aspects; and circumstances and context. ConclusionAlternative feedback modes help students achieve a greater level of comprehension of feedback, with feedback that was more personalised. The alternative feedback modes promote a sense of belonging in relation to the programme of study and in relation to teaching staff. Educators should consider the use of innovative media approaches which could enhance and improve the quality of the student feedback experience.

Student feedback delivery modes: A qualitative study of student and lecturer views

“…This was further supported in a recent qualitative literature review of tertiary student's perceptions of audio, video, podcast and screencast feedback modes (Killingback et al, 2019). These feedback modes promoted a sense of belonging through the individualised and personal comments as well as promoting greater comprehension from the non-verbal aspects of communication such as body language, tone of voice and inflection (Killingback et al, 2019).…”

“…Literature reviews of alternative feedback modes such as audio feedback suggest that these modes offer a pastoral role through facilitating a sense of care and more authentic connections between the learners and lecturers (Dixon, 2015). This was further supported in a recent qualitative literature review of tertiary student's perceptions of audio, video, podcast and screencast feedback modes (Killingback et al, 2019). These feedback modes promoted a sense of belonging through the individualised and personal comments as well as promoting greater comprehension from the non-verbal aspects of communication such as body language, tone of voice and inflection (Killingback et al, 2019).…”

“…Students wanted their feedback to be genuine and hearing the voice of the lecturer or seeing them as they delivered the feedback was thought to give them greater depth of insight into understanding the feedback and provide that human connection. This desire from the students for personalised, human connection may well reflect an extension of the desire for dialogue around assessment feedback more broadly; dialogue as a form of connection (Killingback et al, 2019).…”

“…Alternative feedback modes such as video, audio, screencast have been found to raise the quality of the feedback experience and can promote a sense of belonging and enhance the lecturer-student relationship (Chalmers et al, 2014;Killingback et al, 2019). Literature suggests that the quality of the lecturer-student relationship in the context of feedback is important from the student perspective.…”

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

“…Scholars argue that video feedback builds social bonds and is preferred over written feedback (Borup et al, 2014;Lamey, 2015;McCarthy, 2015;Parton et al, 2010;Wade, 2016;West & Turner, 2016). Studies show that students find video feedback more detailed, conversational, and connecting, as they can see their instructor in-person and observe tone, inflection, expressions, eye contact, and personality (Anson et al, 2016;Killingback et al, 2019;Lamey, 2015;Mathisen, 2012;Wade, 2016;West & Turner, 2016). Others found videos allowed for increased bonding between students and instructors (Mathisen, 2012;Parton et al, 2010).…”