Abstract
| Language | English |
|---|---|
| Pages | 39-59 |
| Number of pages | 21 |
| Journal | Research in Learning Technology |
| Volume | 19 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2011 |
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Keywords
- learning technology
- e-learning systems
- audio feedback
- audio technology
- formative assessment
- voice email
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Exploratory evaluation of audio email technology in formative assessment feedback. / Macgregor, George; Spiers, Alex; Taylor, Chris.
In: Research in Learning Technology, Vol. 19, No. 1, 2011, p. 39-59.Research output: Contribution to journal › Article
TY - JOUR
T1 - Exploratory evaluation of audio email technology in formative assessment feedback
AU - Macgregor, George
AU - Spiers, Alex
AU - Taylor, Chris
PY - 2011
Y1 - 2011
N2 - Formative assessment generates feedback on students’ performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi-experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of ‘voice emails’ to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post-delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re-use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.
AB - Formative assessment generates feedback on students’ performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi-experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of ‘voice emails’ to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post-delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re-use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.
KW - learning technology
KW - e-learning systems
KW - audio feedback
KW - audio technology
KW - formative assessment
KW - voice email
U2 - 10.1080/09687769.2010.547930
DO - 10.1080/09687769.2010.547930
M3 - Article
VL - 19
SP - 39
EP - 59
JO - Research in Learning Technology
T2 - Research in Learning Technology
JF - Research in Learning Technology
SN - 0968-7769
IS - 1
ER -