learning - Academic Conferences Limited

To What Extent Does a Digital Audio Feedback Strategy
Support Large Cohorts?
Rachel Fitzgerald
University of Northampton, Northampton, UK
Rachel.Fitzgerald@northampton.ac.uk
Abstract: The UK National Student Survey (NSS) regularly highlights student dissatisfaction with feedback,
identifying factors such as timeliness; personalisation; specific information on how to improve in a clear and
understandable manner and the level of detail given to students related to learning outcomes. For a large cohort,
achieving these targets can be difficult and students are more likely to be at risk of receiving rushed and vague
feedback as lecturers strive to return results as quickly as possible. In his research into the use of digital audio for
feedback in the JISC Sounds Good Project, Bob Rotherham suggests that audio may be a way to assist
“lecturers looking for a way of giving students good quality feedback on their work whilst saving time” Rotherham
(2008, p1). Saunders et al (2005) suggests that a good teacher is one will take advantage of ICT opportunities in
order to enrich the students experience, and this research evaluates the potential to provide meaningful, quality
feedback to a large group of first year students on a Information Management module at Northampton Business
School, via digital audio files. Using an action research methodology, this first cycle of research evaluates the
process from the creation of the digital audio files right through to the personalised approach of returning the files
to the students via the virtual learning environment. This paper analyses the effect of the experience on the
lecturers involved and through subsequent group discussion and questionnaires, this research also evaluates the
thoughts of the students involved and considers the overall impact on both home and international students.
Initial results indicate that for large cohorts there is no simple answer but electronic feedback is certainly seen as
more personal, more beneficial and digital audio may have some unexpected benefits for stakeholders. This
paper will identify how this method will be reviewed for a further action research cycle.
Keywords: digital audio feedback, feedback and assessment, action research
1. Introduction
In his research into the use of digital audio for feedback in the Sounds Good Project, Bob Rotherham
asks “are Lecturers looking for a way of giving students good quality feedback on their work whilst
saving time? Of course they are” Rotherham (2008, p1).This statement led to critical reflection on the
student experience of feedback on an Information Management module of over 100 first year
students, where assessment feedback is provided solely by the module leader. This is a 20 CAT
Credit (approx 10 ECTS), Level 4 long thin module taken by students from range of disciplines
including Business, Information Science, Accounting, Marketing and Human Resource Management.
The module embeds core study skills and acts as a transition to develop first year understanding of
academic skills in context. Delivery is face to face and assessment is online. The University Virtual
Learning Environment (VLE) is used to support the students throughout the module via seminar
activities, additional reading and assessment; the students become quite familiar with the VLE
throughout the programme. The assessment in question requires the students to submit a research
project proposal that is graded on independent research, appropriate reference skills, academic
writing and presentation skills. It is a first step towards an overall project in the module so feedback is
critical to developing a successful project.
Rotherham’s (2009a) Sounds Good funded project was successful on a small-scale and students
participating commented on how personal the approach was and that they felt that they understood
their feedback more than with a traditional hand-written approach. Rotherham found that the process
had taken him less time than if he had written feedback scripts. These results suggested win-win, so
this research was undertaken to evaluate if a similar approach could work for a large cohort and if it
was a solution that might work for other situations for example international distance learning (DL).
The module leader has the autonomy to change practice for this module and is very much part of the
research, from engaging students with the process, marking all the assessments, creating audio
feedback, observing the impact and reflecting on the experience. Where the researcher wants to
improve their practice, increase their student achievements and is completely engaged in the process,
Ferrence (2000) suggests that action research is the most appropriate methodology.
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