An overview of audio and written feedback from students’ and instructors’ perspective

ABSTRACT

The use of learning management systems in higher education provides a means for connecting students and faculty online and provides numerous options in the provision of feedback for student work. How students perceive and utilize feedback is an ongoing area of research that reaches all disciplines in education. Data on students’ use of audio and written feedback were collected from students who volunteered to complete an online questionnaire. The findings of a qualitative study of 116 undergraduate university students’ perceptions about audio and written feedback is presented. Most participants reported a preference for written feedback over audio feedback; mostly due to visually being able to see their strengths and areas to improve on their work. Students found it difficult to follow instructor comments on the audio recordings in connection with their written document; however, students would like to have both assessment modalities on future assignments as they appreciated the personal nature of hearing the instructors’ voice. Results showed a significant association between students’ perceived learning style and type of feedback preference. This study demonstrated that using various forms of feedback and researching new technologies will help determine student and instructor feedback preferences and guide future teaching practices.

KEYWORDS:

• Assessment
• audio feedback
• learning style
• written feedback

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

There was no funding for this research and no financial interest or benefit was gained from the direct applications of this research.