A qualitative assessment of providing quality electronically mediated feedback for students in higher education

Journal article


Lees, Dave and Carpenter, Victoria 2013. A qualitative assessment of providing quality electronically mediated feedback for students in higher education. International Journal of Learning Technology. https://doi.org/10.1504/IJLT.2012.046868
AuthorsLees, Dave and Carpenter, Victoria
Abstract

Abstract: The subject of feedback for students is one of the most important contributors to the student experience and attracts one of the lowest responses within the National Union of Students survey. This paper reports on the feasibility of providing feedback on written assignments by marking electronically using the comments function on Microsoft Word and also providing verbal feedback via use of a hand held digital voice recorder. The students (post graduate part-time business students) were surveyed as to their response to this feedback. The paper reports the feedback from both the tutor and the student perspective and examines the impact on the experience of both groups. The results were positively in favour of the use of audio feedback but are different to results in other studies in that it is concluded that a combination of both typed and verbal feedback was preferred by the students. Keywords: audio-feedback; feedback; written feedback; electronically mediated feedback; recorded feedback; online submission; assessment; student experience; National Student Survey; NSS.

Abstract: The subject of feedback for students is one of the most important
contributors to the student experience and attracts one of the lowest responses
within the National Union of Students survey. This paper reports on the
feasibility of providing feedback on written assignments by marking
electronically using the comments function on Microsoft Word and also
providing verbal feedback via use of a hand held digital voice recorder. The
students (post graduate part-time business students) were surveyed as to their
response to this feedback. The paper reports the feedback from both the tutor
and the student perspective and examines the impact on the experience of both
groups. The results were positively in favour of the use of audio feedback but
are different to results in other studies in that it is concluded that a combination
of both typed and verbal feedback was preferred by the students.
Keywords: audio-feedback; feedback; written feedback; electronically
mediated feedback; recorded feedback; online submission; assessment; student
experience; National Student Survey; NSS.

Year2013
JournalInternational Journal of Learning Technology
ISSN1477-8386
1741-8119
Digital Object Identifier (DOI)https://doi.org/10.1504/IJLT.2012.046868
Web address (URL)http://hdl.handle.net/10545/294455
hdl:10545/294455
Publication dates24 Jun 2013
Publication process dates
Deposited24 Jun 2013, 16:34
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