learning - Academic Conferences Limited
learning - Academic Conferences Limited learning - Academic Conferences Limited
Rachel Fitzgerald Although this is only one comment, this may be something to look at in terms of the language used in feedback. Perhaps there is a need to be absolutely specific in the feedback.. eg to get a higher grade you will need to … but then again as Gibbs (1981) acknowledges, students often don’t follow advice even when it is given with the best intentions. QUESTION 4: DID YOU RE-READ YOUR ASSIGNMENT HAVING LISTENED TO THE FEEDBACK? Figure 6: Representative of responses to question 4 Responses to Q4 suggest that many students did not re-read their assignment either along with or after hearing the feedback. It would be interesting to ask a similar question to students who had received written feedback to see if the responses are similar, Gibbs and Simpson (2004) suggest that students are not interested in feedback if they perceive there is requirement for them to take action but it was hoped that use of audio would change this. As the audio file and the original submission are separate from each other, this has proven to be ineffective at encouraging (all) students to read their work with new understanding. It remains to be seen if the feedback has an impact on the second assignment. QUESTION 5: DID YOU FEEL YOU HAD GUIDANCE THAT WILL HELP YOU WITH YOUR NEXT ASSIGNMENT FOR THIS MODULE? Figure 7: Representative of responses to question 5 This question was actually similar to Q3, so unsurprisingly, the answers are also similar (a pilot survey would have highlighted this) however the corresponding qualitative comments are more detailed. Comments from Student when asked if they had guidance to help with next assignment 262
Rachel Fitzgerald “Was rather unpleasant as I had to wait a while before you stated my overall grade. Perhaps you should have stated my grade and then move on to explain why the piece of work deserved it.” This was an interesting observation; the grade was deliberately left until the end so that the student had to listen to the feedback in order to get a grade to avoid the scenario of just accessing the grade and ignoring everything else. Comments from Student when asked if they had guidance to help with next assignment “Audio files are all very well and good, however simply take up such amount of space and time and are not as beneficial as say yourself passing back the assignment with comments (too many lecturers with handwriting that cannot be read). If students require further help, they can request for your time during a seminar. Doing all of the audio files must have taken you hours.” While delighted with the concern, this highlights a crucial point – would students be as happy with written feedback as long as it was typed? Merry and Orsmond (2007) found the majority of students engaged on their project were happy with just audio, only two from fifteen students mentioned wanting both written and audio together but this research is showing that the use of audio is not having any transformative effect. Comments from Student when asked if they had guidance to help with next assignment “I consider that his method is very informative and personal. The comments are brief but however concise and do highlight areas of improvement. I personally took more notice of this than sometimes assignments being handed back in a written format - not always digestible and often too many comments to take on board” If all comments matched this, audio feedback would be the winner! Kerr & McLaughlin (2008) had similar feedback from their students, receiving comments like “I properly listened to what the marker was saying” but this is not a common response from all participants in the study. QUESTION 6: WOULD YOU CONSIDER YOURSELF TO BE AN INTERNATIONAL STUDENT? Thirteen students identified themselves as an international student; their corresponding qualitative comments included: Comments from International Students about receiving Audio Feedback “Because I am poor in English, I still have some words cannot understand immediately and clearly. However, I think that this make me feel more personal to me and I am happy in the radio.” “I prefer my feedback with hard copy” “it was all right” “i really liked it and i think it was much better than any other feedback so far.” “I like the idea of giving our feedback on an audio file. The feedback was clear and satisfying.” “For me, there is no difference between audio and text feedback.” Overall there are mixed responses from the international students about audio feedback, but the personal aspect comes up again here. This is a very small sample of students so research is required before recommending this method as for DL students. QUESTION 7: DO YOU HAVE ANY OTHER COMMENTS ABOUT AUDIO FEEDBACK? Other General Qualitative Comments about Audio Feedback “I like the way feedback was given” “I would rather prefer a written evaluation than and oral evaluation in form of the audio file” 263
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Rachel Fitzgerald<br />
Although this is only one comment, this may be something to look at in terms of the language used in<br />
feedback. Perhaps there is a need to be absolutely specific in the feedback.. eg to get a higher grade<br />
you will need to … but then again as Gibbs (1981) acknowledges, students often don’t follow advice<br />
even when it is given with the best intentions.<br />
QUESTION 4: DID YOU RE-READ YOUR ASSIGNMENT HAVING LISTENED TO THE<br />
FEEDBACK?<br />
Figure 6: Representative of responses to question 4<br />
Responses to Q4 suggest that many students did not re-read their assignment either along with or<br />
after hearing the feedback. It would be interesting to ask a similar question to students who had<br />
received written feedback to see if the responses are similar, Gibbs and Simpson (2004) suggest that<br />
students are not interested in feedback if they perceive there is requirement for them to take action<br />
but it was hoped that use of audio would change this. As the audio file and the original submission are<br />
separate from each other, this has proven to be ineffective at encouraging (all) students to read their<br />
work with new understanding. It remains to be seen if the feedback has an impact on the second<br />
assignment.<br />
QUESTION 5: DID YOU FEEL YOU HAD GUIDANCE THAT WILL HELP YOU WITH YOUR NEXT<br />
ASSIGNMENT FOR THIS MODULE?<br />
Figure 7: Representative of responses to question 5<br />
This question was actually similar to Q3, so unsurprisingly, the answers are also similar (a pilot survey<br />
would have highlighted this) however the corresponding qualitative comments are more detailed.<br />
Comments from Student when asked if they had guidance to help with next assignment<br />
262
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