Document Type

Conference Paper

Rights

This item is available under a Creative Commons License for non-commercial use only

Publication Details

Presented at the Higher Education in Transformation Symposium November 2 - 4, 2016 in Oshawa, Ontario, Canada

Abstract

This paper reports on the experiences of programme co-ordinators and includes findings from a two year (2013-15) evaluation pilot study on a key communication technology – audio feedback – conducted across three accredited part-time programmes for a blend of academic staff (faculty) in higher education and eLearning industry practitioners. Key to our decision making with regards to which tools to infuse in our programmes is our aim to help the educators who participate on our programmes to make better use of technology tools in their own instructional contexts. This paper focuses on the example of formative audio feedback. Anticipated benefits were that the audio mode would provide clearer feedback, and that tone of voice would help convey meaning, adding a personal element to engage learners more effectively. Participant responses to end-of-module survey questions on their experience of audio feedback and their thoughts on implementing audio feedback in their own practice are presented and discussed. The perspectives of the tutors involved are considered, and we share practical details of how audio feedback can be constructed and distributed to students. The initial study has demonstrated the potential of formative audio feedback to engage learners more effectively in developing and improving on their work.

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