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Paraskevi Kanari and Georgios Potamias Sankey, M. (2005) ‘’Considering visual literacy when designing instruction’’ [online] University of Southern Queensland from:www.usq.edu.au/users/sankey/Resources/article0602.pdf (accessed on 15/07/2006) Schirato, T. and Yell, S. (1996) Communication & Cultural Literacy: An Introduction, Allen & Unwin Pty Ltd, St.Leonard. Semoglou, K. (2005) Image and Child, Macedonia University Press, Athens. Smyrneos, A. (2008) The didactic of History, Grigoris Publications, Athens. Tardy, M. (1973) Le professeur et les images, Presses Universitaires de France, Paris. The New London Group (1996) ‘’A pedagogy of Multiliteracies. Designing Social Futures’’, [online], www. Thenewlondongroup.com (accessed on 07/07/2007) Van Leeuwen, T. & Jewitt, C. (2001) Handbook of Image Analysis, Sage, London. 344
Effectiveness and Learners’ Evaluation of Combining Audio and Written Online Formative Feedback for Language Learning Rosario Kane-Iturrioz Department of English and Languages, Faculty of Business Environment and Society, University of Coventry, UK r.kane-iturrioz@coventry.ac.uk Abstract: Within the factors and drivers identified as leading assessment in higher education, feedback often emerges as ‘the most powerful single influence’ (Gibbs & Simpson, 2004) on students’ engagement and achievement. Although research on feedback is relatively new, in particular, that relating to audio feedback technology, the results indicate that such has to be aligned with the assessment criteria and learning outcomes in addition to being timely in order to respond to students’ expectations (Weaver, 2006). Furthermore, not all types of tutor comments are equally useful as Walker (2009) reports. Price et al (2010) argue that “the learner is in the best position to judge the effectiveness of feedback, but may not always recognise the benefits it provides” leading to the need for an improved student advice on how to understand and use feedback. This paper reports on the development of a multi-faceted approach to providing formative feedback on a blended e-learning module. The method combines immediate written feedback on web-based learning materials and formative online assignments with near-immediate written and audio feedback through audio eMail technology (Wimba voice eMail) regarding online oral tasks. The study was conducted over a period of four years using a multi-method approach to qualitative and quantitative data collection and analyses from a total of 100 students studying Spanish for Business at beginner’s level. The use of both written and audio feedback is welcomed by students and seems to overcome some of the problems highlighted in previous research on formative assessment regarding quality, detail and timing of feedback. Nevertheless, a few students reported technical difficulties and/or misapprehension regarding the use on campus of audio eMail technology for oral assignments. The paper also presents the results on the correlation between students’ grades and improvements on formative online assignments and quality of feedback and concludes with reflections and advice on the introduction of audio feedback in combination with other forms of formative feedback. Keywords: effectiveness; online formative feedback; language learning; audio and written feedback; students’ evaluation 1. Introduction The extensive review of literature on assessment performed by Gibbs & Simpson (2004) demonstrated the strong link between assessment requirements and students’ learning strategies. Other studies have highlighted the potential of information and communication technology in changing students’ approaches to learning through appropriately designed assessments, a recent example being the study by Kirkwood & Price (2008). Research into technology-enhanced assessment has reported on the positive effects on student retention, enhanced quality of feedback, flexibility in distance learning, strategies to deal with larger student numbers, objectivity in marking and more effective use of virtual learning environments. Within the factors identified as leading assessment in higher education, feedback often emerges as ‘the most powerful single influence’ (Gibbs & Simpson 2004) on students’ engagement and achievement. Race (2006) postulates that in order to be effective in promoting learning, a formal feedback strategy should be timely, constructive, motivational, personal, manageable and directly related to the assessment criteria and learning outcomes. Although research on feedback is relative new, the results indicate that such has to be aligned with the assessment criteria and learning outcomes in addition to being timely in order respond to students’ expectations (Weaver, 2006). Furthermore, not all types of tutor comments are equally useful as Walker (2009) reports. Price et al (2010) argue that “the learner is in the best position to judge the effectiveness of feedback, but may not always recognise the benefits it provides” suggesting a need for improved student advice on how to understand and use feedback. Regarding the application of audio feedback technology, this is a new development in higher education and the limited number of research studies published seems to indicate a greater effectiveness over textbased feedback, leading to positive perceptions from students and increased retentions rates (Lunt & Curran, 2010). 345
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Samuel Adu Gyamfi et al. the develo
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Samuel Adu Gyamfi et al. completion
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Samuel Adu Gyamfi et al. interactio
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Survey of Teachers’ use of Comput
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Babatunde Alabi Alege and Stephen O
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Issues and Challenges in Implementi
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Hussein Al-Yaseen et al. 2000/2001
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Hussein Al-Yaseen et al. phase invo
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Hussein Al-Yaseen et al. Berthold,
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Antonios Andreatos Figure 1: Estima
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Antonios Andreatos exchange applied
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Antonios Andreatos knowledge space,
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Figure 5: Video metadata from YouTu
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Antonios Andreatos The organisatio
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Constructing a Survey Instrument fo
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Jonathan Barkand The teacher demon
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Jonathan Barkand Indicator 2.3: Has
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References Jonathan Barkand Allen,
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2. Pedagogical agents Orlando Belo
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Orlando Belo Type (Tp), the refere
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3.3 The agent’s architecture Orla
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Some Reflections on the Evaluation
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Nabil Ben Abdallah and Françoise P
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Designing A New Curriculum: Finding
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Andrea Benn For this new course, it
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Andrea Benn Technology is already i
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Andrea Benn To bring about the co-o
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Latefa Bin Fryan and Lampros Stergi
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Faculty development Online course
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Alice Bird being reviewed under the
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Alice Bird Developing the process m
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Alice Bird Reflecting on the feasib
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3.3 Early stage implementation Alic
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Enhancement of e-Testing Possibilit
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Martin Cápay et al. of Likert scal
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Martin Cápay et al. Figure 3 Proce
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Martin Cápay et al. Figure 4: An e
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Martin Cápay et al. On the other h
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Tim Cappelli demand from students t
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Tim Cappelli at a time and increasi
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Tim Cappelli forms were processed a
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Objectives More efficient and faste
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Digital Educational Resources Repos
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Cornélia Castro et al. Economic:
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Cornélia Castro et al. Dimension E
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Cornélia Castro et al. feedback on
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Cornélia Castro et al. EdReNe (200
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Ivana Cechova et al. The influence
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4. Methodology Ivana Cechova et al.
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Ivana Cechova et al. Although this
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8. Conclusion Ivana Cechova et al.
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Yin Ha Vivian Chan et al. What is s
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Yin Ha Vivian Chan et al. as a viab
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Yin Ha Vivian Chan et al. the ILC h
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The Development and Application of
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Serdar Çiftci and Mehmet Akif Ocak
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4.3 Data collection Serdar Çiftci
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Serdar Çiftci and Mehmet Akif Ocak
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Table 8: Students’ responses to q
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An Exploratory Comparative Study of
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Marija Cubric et al. Web 2.0 tools
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Marija Cubric et al. Despite all th
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Marija Cubric et al. Staff profile
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Marija Cubric et al. In case 3.2, a
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Marija Cubric et al. Sorcinelli, M.
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Figure 1: Adaptive eLearning system
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Blanka Czeczotková et al. knowledg
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Blanka Czeczotková et al. Figure 2
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Changing Academics, Changing Curric
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Christine Davies 2.2.4 Seminars CEL
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Web Conferencing for us, by us and
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Mark de Groot, paper (Elluminate 20
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Mark de Groot, requested. The targe
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Mark de Groot, members of the group
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6.1 The quick wins Mark de Groot, S
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Tools for Evaluating Students’ Wo
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Jana Dlouhá et al. course was dist
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2.4 Feedback - student perceptions
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Jana Dlouhá et al. virtual learnin
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3. Discussion Jana Dlouhá et al. Q
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Jana Dlouhá et al. Sadler, R.D. (2
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Jon Dron et al. Social networking i
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Jon Dron et al. However, it is also
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Jon Dron et al. further in enabling
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4.3 Differentiated friends Jon Dron
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Experimental Assessment of Virtual
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Michaela Drozdová et al. to the or
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Michaela Drozdová et al. Figure 1:
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Figure 4: Decision tree for visual
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Michaela Drozdová et al. very few
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Glenn Duckworth Other studies have
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Glenn Duckworth merely skim read th
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8. Finance resources Glenn Duckwort
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Glenn Duckworth was seen as being v
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Francisco Perlas Dumanig et al. Stu
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Francisco Perlas Dumanig et al. in
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Francisco Perlas Dumanig et al. 3.6
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Do you see What I see? - Understand
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2.2 Deuteranopia Colin Egan et al.
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Colin Egan et al. Figure 5: HCBE's
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Figure 8a: Normal vision LogicWorks
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Researching in the Open: How a Netw
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Antonella Esposito previous edition
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Antonella Esposito However, beyond
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Antonella Esposito Moreno, M. A., F
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Gert Faustmann with an evaluation o
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Gert Faustmann come from the same s
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Gert Faustmann Figure 5: UML class
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Gert Faustmann The learner her/him
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Gert Faustmann (i.e. who has to pro
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Ana Mª Fernández-Pampillón et al
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Cognitive Communication 2.0 in the
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Sérgio André Ferreira et al. and
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Sérgio André Ferreira et al. is p
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Sérgio André Ferreira et al. Look
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Sérgio André Ferreira et al. In F
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To What Extent Does a Digital Audio
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Rachel Fitzgerald consideration of
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Rachel Fitzgerald understand, altho
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Rachel Fitzgerald Although this is
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Rachel Fitzgerald “The survey was
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Messages of Support: Using Mobile T
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Julia Fotheringham and Emily Alder
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Julia Fotheringham and Emily Alder
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Table 6: Results for reflective cyc
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Blended Learning at the Alpen-Adria
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Gabriele Frankl and Sofie Bitter to
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Figure 4 Moodle usage among the AAU
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Gabriele Frankl and Sofie Bitter No
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Gabriele Frankl and Sofie Bitter wh
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Evaluating the use of Social Networ
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Elaine Garcia et al. The process by
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4.3 Data analysis Elaine Garcia et
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Elaine Garcia et al. issues of priv
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8. Conclusions and recommendations
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Page 388 and 389: Acknowledgments Jana Kapounova et a
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Stella Lee et al. knowledge. Meta k
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Stella Lee et al. Figure 3: Home pa
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Stella Lee et al. Azevedo, R., Crom
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Jake Leith et al. opportunities ble
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Jake Leith et al. Data was collecte
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Jake Leith et al. their informal sk
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Jake Leith et al. For the summative
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Sophisticated Usability Evaluation
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Stephanie Linek and Klaus Tochterma
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Social Networks, eLearning and Inte
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Birgy Lorenz et al. 135 students p
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Birgy Lorenz et al. The experts' st
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Birgy Lorenz et al. Akdeniz, Y. (19
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Arno Louw programmes, and within th
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Arno Louw It should be clearly stat
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Arno Louw somewhat an unwritten con
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Arno Louw Lecturers assume that le
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A treasure hunt has to be done to f
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How to Represent a Frog That can be
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Robert Lucas Occasionally we will a
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Robert Lucas Note the need to creat
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Robert Lucas Figure 5: A model of a
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Learning by Wandering: Towards a Fr
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Marie Martin and Michaela Noakes wa
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Marie Martin and Michaela Noakes Th
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Marie Martin and Michaela Noakes is
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Linda Martin et al. across the sect
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Linda Martin et al. confidence. Alt
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8. Conclusion Linda Martin et al. T
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Personalized e-Feedback and ICT Mar
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Maria-Jesus Martinez-Argüelles et
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Source: Own elaboration from survey
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1.1 Semantic dimension Maria-Jesús
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2. Methodology Maria-Jesús Martín
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Maria-Jesús Martínez-Argüelles e
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Maria-Jesús Martínez-Argüelles e
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David Mathew members of staff frigh
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David Mathew disclose this informat
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David Mathew baboon smells the wate
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Peter Mikulecky framing learning, p
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Peter Mikulecky inhabitants or work
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Acknowledgements Peter Mikulecky Th
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Karen Hughes Miller and Linda Leake
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An Analysis of Collaborative Learni
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2.3 Flexible and accessible learnin
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3.1 Definition of case study Peter
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Peter Mkhize et al. Basically, soci
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Peter Mkhize et al. you’ve got yo
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Ideas for Using Critical Incidents
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Jonathan Moizer and Jonathan Lean I
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Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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