Oral Feedback and Vodcasts Lucy Jones

Literature on oral feedback Various research studies on student perceptions of electronic oral feedback. Including: Fawcett H.,& Oldfield J., (2016) Investigating expectations and experiences of audio and written assignment feedback in first-year undergraduate students. Teaching in Higher Education 21:1, 79-93. Hennessey C., & Forrester G., (2014) “Developing a framework for effective audio feedback: a case study” Assessment & Evaluation in Higher Education 39:1,777-789. Rodway-Dyer S., Knight J., & Dunne E., (2011) “A Case Study on Audio Feedback with Geography Undergraduates.” Journal of Geography in Higher Education 35 (2): 217–231. Lunt T., & Curran J., (2010) “‘Are You Listening Please?’ The Advantages of Electronic Audio Feedback Compared to Written Feedback.” Assessment & Evaluation in Higher Education 35 (7): 759–769. Ice P., Swan S., Diaz L., Kupczynski L., and Swan-Dagen A., (2010). “An Analysis of Students’ Perceptions of the Value and Efficacy of Instructors’ Auditory and Text-based Feedback Modalities across Multiple Conceptual Levels.” Journal of Educational Computing Research 43 (1): 113–134.

Main Conclusions from literature Students find oral feedback easier to understand and more personal than written feedback. Oral feedback has the potential for providing a more significant and powerful experience for the students – which should result in better engagement, reflection and motivation. Care must be taken when recording the audio feedback to ensure that students who may feel vulnerable do not perceive the comments as personal criticism and become de-motivated. As an alternative to written feedback- findings were mixed – the majority of students showed a preference for receiving both written and oral feedback.

Oral Feedback via turnitin: Public Law – level 4. 2013/14, 2014/15, 2015/16. 30% summative assignment (1500 word count) essay on an element of UK Constitutional Law. Written comments on script Summary of comments/general feedback Short – personalised oral feedback

Feedback on Feedback Feedback from students in the seminar following release of marks. All students liked additional oral feedback but would not want it to just replace all written feedback. A number of students stated that they found the oral feedback much easier to understand than the written feedback. A number found it was particularly helpful for their learning.

Developments/issues Personal nature – use the student’s name when starting the oral feedback. 3 minutes is long enough to say something positive and to say where improvements can be made. It does not have perfect. Since giving oral feedback I have had no queries on marks. Students have to access oral feedback via a computer.

Vodcasts of lectures Using camtasia rely – adds sound lecture slides. Simple to use. No editing. Record lectures whilst giving the lecture/make recordings outside lecture time. Simple to upload on studentcentral.

Vodcasts: student feedback Useful when missed a lecture. Helpful to listen to parts again for further understanding. Useful for preparing assignments. Helpful to listen again for revision purposes. Easier to understand rather than just the slides.