Investigating expectations and experiences of audio and written assignment feedback in first-year undergraduate students

ABSTRACT

Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through turnitin for iPad^® from students within the same cohort and assignment. The results showed that although initially sceptical of audio compared to written feedback, there were no significant differences in students' experiences of audio and written feedback. Students' performance on the assignment was not associated with their experiences of audio feedback but first-class performing students ( > 70%) had more positive experiences of written feedback than those who received an upper second-class grade (60–69%). In general, the results imply that audio feedback provided through turnitin for iPad^® is a viable alternative to written feedback. The findings are discussed in relation to past research findings.

KEYWORDS:

• Audio feedback
• student expectations
• student experience
• written feedback

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Due to the within samples design this analysis was conducted with the 103 participants who had completed both measures. As such mean scores are different from those shown in Table 2 which were calculated for each measure individually.

2. Due to the within samples design this analysis was conducted with the 26 participants who had completed the WFS at both time 1 and 2, and 32 participants who had completed the AFS at both time 1 and time 2. As such mean scores are different from those shown in Table 2 which were calculated for each measure individually.

3. The categories third and fail were combined due to low numbers within these groups.