{"id":1237,"date":"2017-09-29T16:35:57","date_gmt":"2017-09-29T16:35:57","guid":{"rendered":"http:\/\/extra.shu.ac.uk\/melsig\/?page_id=1237"},"modified":"2018-01-09T21:35:20","modified_gmt":"2018-01-09T21:35:20","slug":"audio-feedback-benefits","status":"publish","type":"page","link":"https:\/\/melsig.shu.ac.uk\/melsig\/resources\/audio-feedback-toolkit\/audio-feedback-benefits\/","title":{"rendered":"Audio feedback benefits"},"content":{"rendered":"<p><a href=\"https:\/\/i0.wp.com\/melsig.shu.ac.uk\/melsig\/wp-content\/blogs.dir\/417\/files\/2017\/10\/AF-toolkit-banner.png\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1197 alignleft\" src=\"https:\/\/i0.wp.com\/melsig.shu.ac.uk\/melsig\/wp-content\/blogs.dir\/417\/files\/2017\/10\/AF-toolkit-banner-300x105.png?resize=300%2C105\" alt=\"AF-toolkit-banner\" width=\"300\" height=\"105\" \/><\/a><br \/>\nThere is much agreement in the literature about the benefits of using audio feedback. Here are some of the points that are commonly made with example citations.<\/p>\n<p dir=\"ltr\">Audio feedback, in its various forms, is,<\/p>\n<ul>\n<li>\n<p dir=\"ltr\"><strong>Timely<\/strong> &#8211; received when useful or available when needed<br \/>\n(Nortcliffe &amp; Middleton, 2008)<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Clear and comprehensible<\/strong> &#8211; tone, nuance, and personal input add layers of meaning for the recipient<br \/>\n(Carruthers <em>et al.<\/em>, 2015; Laughton, 2013; Gould &amp; Day, 2013; Olesova &amp; Richardson, 2011; Middleton <em>et al.,<\/em> 2009; Davis &amp; Ryder, 2009; Nortcliffe &amp; Middleton, 2009).<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Formative<\/strong> &#8211; it is suited to qualitative engagement, reinforces the construction of knowledge, can be motivational, and leads to \u2018feedforward\u2019 actions<br \/>\n(Olesova, &amp; Richardson, 2011; Nortcliffe &amp; Middleton, 2008)<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Personalised<\/strong> &#8211; the use of voice powerfully connects the tutor to the student, emphasising a sense of care and interest in the student\u2019s work<br \/>\n(Chalmers <em>et al.<\/em>, 2014; Olesova, &amp; Richardson, 2011; Lunt &amp; Curran, 2010; Dixon, 2009; Merry &amp; Orsmond, 2008; Nortcliffe &amp; Middleton, 2008; Ice <em>et al.<\/em>, 2007; Rotherham, 2007)<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Richer and more authentic<\/strong> &#8211; the giving of feedback is more easily situated in meaningful real world\u00a0activities and environments<br \/>\n(Blackburn, 2015; King, McGuigan &amp; Bunyan, 2008)<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Promotes a culture\u00a0of interactivity<\/strong> &#8211; the capture of spoken feedback emphasises the value of conversation and interpersonal interaction to learning<br \/>\n(Orsmond <em>et al.<\/em>, 2013)<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Time efficient<\/strong> &#8211; recorded feedback is often quicker to produce than written feedback<br \/>\n(Lunt &amp; Curran, 2010; Dixon, 2009; Rotherham, 2009; Ice <em>et al.<\/em>, 2007; Nortcliffe &amp; Middleton, 2007)<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Engaging and replayable<\/strong> &#8211; students like to play, pause, rewind and listen again.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Permanent<\/strong> &#8211; audio feedback is an effective way of capturing significant but otherwise ephemeral and informal discussions on a student\u2019s work.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>High quality and great quantity<\/strong> &#8211; providing detailed explanations to clarify concepts and processes<br \/>\n(Voelkel &amp; Mello, 2014; Rotherham, 2009; Merry &amp; Orsmond, 2008)<\/p>\n<\/li>\n<li><strong>Engaging and promotes a sense of presence<\/strong> &#8211; as an online or blended tool (Olesova &amp; Richardson, 2011)<\/li>\n<li>\n<p dir=\"ltr\"><strong>Better than illegible handwriting<\/strong> &#8211; (Walker, 2009)<\/p>\n<\/li>\n<\/ul>\n<h1><\/h1>\n","protected":false},"excerpt":{"rendered":"<p>There is much agreement in the literature about the benefits of using audio feedback. Here are some of the points that are commonly made with example citations. Audio feedback, in its various forms, is, Timely &#8211; received when useful or available when needed (Nortcliffe &amp; Middleton, 2008) Clear and comprehensible &#8211; tone, nuance, and personal&hellip;<\/p>\n","protected":false},"author":575,"featured_media":0,"parent":1196,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-full-width.php","meta":{"footnotes":""},"class_list":["post-1237","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P9xq1d-jX","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages\/1237","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/comments?post=1237"}],"version-history":[{"count":5,"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages\/1237\/revisions"}],"predecessor-version":[{"id":1795,"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages\/1237\/revisions\/1795"}],"up":[{"embeddable":true,"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages\/1196"}],"wp:attachment":[{"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/media?parent=1237"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}