Investigating 'voice email' technology efficacy in information management assessment

George Macgregor, Alex Spiers, Chris Taylor

    Research output: Chapter in Book/Report/Conference proceedingChapter

    112 Downloads (Pure)

    Abstract

    This paper introduces the use of 'voice emails' as an approach to improving formative feedback and describes how such technology can be embedded within curricula. A quasi-experimental study was conducted with a student sample (n = 42) comparing audio and written approaches to feedback delivery. Student performance at formative and summative assessment points was analysed and the influence of the feedback format used was studied. The ability of voice emails to better meet recognised theoretical models of 'quality' formative feedback was also investigated using a specially designed web survey research instrument. Results reveal that in most instances voice email can better meet the conditions of formative feedback thus enhancing the student learning experience. Results from the study also suggest that voice email feedback, although offering many positive applications to lecturers, may not significantly improve the learning of students.
    Original languageEnglish
    Title of host publication11th Annual Conference of the Subject Centre for Information and Computer Sciences
    Place of PublicationNewtownabbey
    Pages162-166
    Number of pages5
    Publication statusPublished - 2010

    Keywords

    • audio feedback
    • voice emails
    • formative assessment
    • audio technology
    • learning technology
    • information management
    • Web technologies

    Fingerprint Dive into the research topics of 'Investigating 'voice email' technology efficacy in information management assessment'. Together they form a unique fingerprint.

  • Cite this

    Macgregor, G., Spiers, A., & Taylor, C. (2010). Investigating 'voice email' technology efficacy in information management assessment. In 11th Annual Conference of the Subject Centre for Information and Computer Sciences (pp. 162-166).