Listening and Learning: Reflections on the use of Audio Feedback. An Excellence in Teaching and Learning Note

Carruthers, Clare; McCarron, Brenda; Bolan, Peter; Devine, Adrian; McMahon‐Beattie, Una

doi:10.11120/bmhe.2013.00001

Cited by 7 publications

(4 citation statements)

References 4 publications

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“…A majority of students in the audio group felt that the feedback had helped them to know what they had done well, whereas only a small percentage of students in the written feedback selected that statement despite the fact that there was a conscientious effort to match the feedback for content across the audio and feedback groups. Audio feedback has been described as more personal in nature than written feedback because of the nuances that the tutor’s voice can express (Carruthers et al, 2014; Ice et al, 2007). This may explain why the students in the audio group perceived or recalled the praises related to their work better than the students in the written group.…”

Section: Discussionmentioning

confidence: 99%

Audio versus written feedback: Exploring learners’ preference and the impact of feedback format on students’ academic performance

Morris

Chikwa

2016

Active Learning in Higher Education

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Very little is known about the impact of the different types of feedback on students' academic performance. This article explores students' preference in the use of audio and written feedback and how each type of feedback received by students impacts their academic performance in subsequent assignments. The study involved 68 students who were divided into two groups that received either audio or written feedback in their first assignment which was then recalled and applied into the second assignment. An analysis of results obtained in the second assignment was conducted and comparisons made between students in the audio and written feedback group. Students were also surveyed using an online questionnaire to ascertain their perceptions about the type of feedback they had received. The study established that the type of feedback received did not impact students' grades in the subsequent assignment. In addition, while students were broadly positive about audio feedback, they indicated a strong preference for written feedback in future assignments. The study recommends, among other things, further investigation into the link between students' learning styles and their preferences for different types of feedback.Keywords academic performance, audio feedback, feedback, feed-forward, written feedback Students' use and engagement with feedbackIn our effort to understand how students engage with and make use of the feedback they receive, there is a need to explore how students use audio and written feedback and how these impact their

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Section: Discussionmentioning

confidence: 99%

Audio versus written feedback: Exploring learners’ preference and the impact of feedback format on students’ academic performance

Morris

Chikwa

2016

Active Learning in Higher Education

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“… 11 Students have previously reported audio feedback to be accessible, convenient, and personal. 12 Race 1 states the “the voice can be much more encouraging than mere printed or written words.”…”

Section: Novel Initiativementioning

confidence: 99%

Reflections on an E-Portfolio Assessment in a First-Year Physiology Course

Flynn

2021

Biomed Eng Education

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“…Hence mentioned above, social enterprises are supposed to address social issue. Likewise, operating in multiple disciplines may lead to boost in economic growth (Carruthers, McCarron, Bolan, Devine, & McMahon-Beattie, 2014). The fundamental thrust for social enterprise is to envisage social value.…”

Section: Social Entrepreneurmentioning

confidence: 99%

Challenges faced by Pakistani Women Social Entrepreneurs in War against Terrorism affected Areas

2020

EJBM

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In recent years, Pakistan controls on terrorism activities and move forward towards economic stability. For this stability and sustainability both genders are supposed to contribute in economic development and growth. According to study only 1% women social entrepreneurs out of 21% of male social entrepreneurs are operating in Pakistan. This shows the lowest rate of females operating in social business ventures inside Pakistan. This research is based on identifying the challenges faced by women Social Entrepreneurs from KPK and FATA (terrorism affected areas), Pakistan. Women in these areas have sturdy social and cultural influence. Therefore, it is important to identify what factors affecting the process of their operations and in executing their businesses in the local market. Moreover, about 88 to 90% of females started their businesses in social defiance. Hence, most of them work quietly for the first year in business. This research will address those challenging factors faced by women social entrepreneurs of KPK and FATA in daily life.

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Listening and Learning: Reflections on the use of Audio Feedback. An Excellence in Teaching and Learning Note

Cited by 7 publications

References 4 publications

Audio versus written feedback: Exploring learners’ preference and the impact of feedback format on students’ academic performance

Audio versus written feedback: Exploring learners’ preference and the impact of feedback format on students’ academic performance

Reflections on an E-Portfolio Assessment in a First-Year Physiology Course

Challenges faced by Pakistani Women Social Entrepreneurs in War against Terrorism affected Areas

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