Audio feedback benefits

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The Audio Feedback toolkit is currently being constructed.

There is much agreement in the literature about the benefits of using audio feedback. Here are some of the points commonly made with example citations.

Audio feedback, in its various forms, is,

  • Timely – received when useful and available when needed
    (Nortcliffe & Middleton, 2008)

  • Clear and comprehensible – tone, nuance, and personal input add layers of meaning for the recipient
    (Carruthers et al., 2015; Laughton, 2013; Gould & Day, 2013; Olesova & Richardson, 2011; Middleton et al., 2009; Davis & Ryder, 2009; Nortcliffe & Middleton, 2009).

  • Formative – it reinforces the construction of knowledge and leads to ‘feedforward’ actions
    (Olesova, & Richardson, 2011; Nortcliffe & Middleton, 2008)

  • Personalised – the use of voice powerfully connects the tutor to the student, emphasising a sense of care and direct interest in the student’s work
    (Chalmers et al., 2014; Olesova, & Richardson, 2011; Lunt & Curran, 2010; Dixon, 2009; Merry & Orsmond, 2008; Nortcliffe & Middleton, 2008; Ice et al., 2007; Rotherham, 2007)

  • Richer and more authentic – the giving of feedback is more easily situated in meaningful real world situations and activities
    (Blackburn, 2015; King, McGuigan & Bunyan, 2008)

  • Promotes a culture of interactivity – the capture of spoken feedback emphasise the value of conversation and interpersonal interaction to learning
    (Orsmond et al., 2013)

  • Time efficient – recorded feedback is often quicker to produce than written feedback
    (Lunt & Curran, 2010; Dixon, 2009; Rotherham, 2009; Ice et al., 2007; Nortcliffe & Middleton, 2007)

  • Engaging and replayable – students like to play, pause, rewind and listen again.

  • Permanent – audio feedback is an effective way of capturing significant but otherwise ephemeral and informal discussions on a student’s work.

  • High quality and great quantity – providing detailed explanations to clarify concepts and processes
    (Voelkel & Mello, 2014; Rotherham, 2009; Merry & Orsmond, 2008)

  • Engaging and promotes a sense of presence – as an online or blended tool (Olesova & Richardson, 2011)
  • Better than illegible handwriting – (Walker, 2009)