Sounds good to me: A qualitative study to explore the use of audio to potentiate the student feedback experience

Kirwan, Anne; Raftery, Sara; Gormley, Clare

doi:10.1016/j.profnurs.2023.03.020

Cited by 1 publication

(1 citation statement)

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“…There is a growing interest in the use of audio feedback in higher education, offering innovative possibilities to deliver feedback to students (Hennessy & Forrester, 2014;Deeley, 2018;Carruthers, 2015). This aligns with the findings showing that students often find audio feedback easier to comprehend and more authentic, making it a preferred mode of feedback (Kirwan et al, 2023;Voelkel & Mello, 2014). Regardless of modality, feedback is more positively perceived when learner-centered methods are employed (Pereira et al, 2016).…”

Section: Diverse Feedback Modalitiessupporting

confidence: 54%

Transformative Insights: Global Perspectives on Feedback Quality for Elevating undergraduate students’ Engagement and Motivation

Moussa,

Fisher,

Eddahmani

2024

IJLTER

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This study explores the dynamics of feedback quality from the perspectives of professors and its profound impact on the motivation and engagement of undergraduate students. Drawing upon insights from a diverse group of professors representing 12 different countries, this study employs a meticulously designed qualitative methodology, facilitating a thorough exploration of the connections between feedback processes and student outcomes through an interpretive lens. Notably, our findings emphasize the transformative potential of constructive feedback when supported by contemporary pedagogical approaches. The study reveals the challenges educators face in delivering comprehensive feedback while also highlighting themes such as a commitment to continuous professional development, a preference for face-to-face interactions over technological advancements, and the transformative impact of the feedback process on personal growth. Additionally, the participants’ recommendations align with broader pedagogical principles, emphasizing relationship building, perceiving feedback as an opportunity for improvement, fostering accessibility, continuous professional development, and creating psychological safety within the classroom. These recommendations provide practical insights for educators, guiding them to enhance their practices and cultivate supportive learning environments.

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