I first started writing about the benefits of audio feedback back in Dec 2014…The power of voice – Providing audio feedback to students….six years on, I’ve taken a fresh look at some more recent research.
The majority of the feedback students receive on summative assessments is written, in this post I’d like to encourage you to explore why you might want to incorporate audio and video into your feedback strategies.
Typically this sort of multi-media feedback includes audio only (a voice recording of feedback), a narrated screencast (where you have the students work displayed in the video, and you may or may not include your webcam with this), and a talking-head webcam video.
Here are five reasons to give it a try:
1. Builds a closer relationship between students and their markers (Anson et al, 2016, Gould & Day, 2013, Mahoney et al, 2019, Henderson & Philips, 2015)
With so much of our delivery being online this year, building a strong sense of community is more important than ever (Yang et al, 2017, Meyer et al, 2009) . Research has shown that one of the things students respond positively to with audio and video feedback is that it creates more of a connection with those delivering the feedback (Anson et al, 2016, Mahoney et al, 2019, Henderson & Philips, 2015), with students reporting that it made their tutors “more approachable” (Gould & Day, 2013).
2. Audio and particularly talking head video feedback best suited for difficult and complex conversations (Anson et al, 2016, Borup et al 2011, Mahoney et al, 2019, Henderson & Philips, 2015)
With written feedback students are faced with text without the context of the non-verbal clues of communication. Intonation, emphasis, facial expressions are all lost within written feedback, but can be used to soften the impact of negative feedback to a student by using a conversational tone (Anson et al, 2016).
3. Improves students’ engagement with their feedback (Henderson & Philips, 2015, Mahoney et al, 2019, Lunt & Curran, 2010)
A common complaint around feedback is that student’s do not engage with it and in some cases, do not even read it (Boud & Molloy, 2013). Researchers have found that students overwhelmingly report a preference for video/audio feedback over written (Henderson & Philips, 2015) and that they felt that the feedback took on a more interactive and conversational approach (Anson et al, 2016).
4. Student’s highly value personalised feedback ( Dawson et al, 2019, Goud & Day, 2013, Henderson & Philips, 2015, Ryan et al, 2019)
Student’s value highly personalised feedback (Dawson et al, 2019, Goud & Day, 2013, Henderson & Philips, 2015, Ryan et al, 2019) , using audio and video feedback provides an efficient way of personalising feedback for students without increasing time spent on creating the feedback (see point 5).
5. Research indicates it to be more time efficient (Brearley & Cullen, 2012, Henderson & Philips, 2015, Lunt & Curran, 2010)
Although many staff report time as a reason not to engage with audio/video feedback, research has shown it is actually more time efficient than written feedback. For example, “the rule of thumb appears to be that one-minute of audio is equal to six minutes of writing” (Lunt & Curran, 2010: 761). To achieve this time benefit you need to commit to a relaxed, conversational tone and not worry about editing or re-recording.
Top Tips:
Decide why you want to use audio/video feedback and explain this to your students.
Before introducing any new approach it’s always a good idea to consider why you are doing this? Once you have planned out your feedback approach, why not share that with your students? This will help them to understand why you are delivering feedback in this way and how it is beneficial to them. Don’t forget to tell them where they will find their feedback and how they can access it!
Practice using the technology.
You might need to contact your elearning team to set you up with a dummy student to do this in your VLE. However, you can also use your webcam, or screen capture software (see: 1minutecpd Record your screen for some free ones) or if you want to record audio clips, you can use “Voice Recorder” inbuilt on Microsoft machines or even a voice recorder on your phone. Just be make sure that when you are recording actual student feedback that you name the files carefully so it is easy for you to identify which belongs to which students.
Aim for a relaxed conversational tone
Don’t worry if the cat walks in, it all adds to the personalised touch! Think of it as if you were giving face to face feedback to the students, if you stumble, just carry on, it doesn’t need to be perfect.
You can add audio feedback to Turnitin or audio/video feedback to Moodle coursework
If you are using Turnitin, then you can use the built in audio feedback tool to record up to 3 minutes of feedback per student . If you are marking in the Moodle coursework tool, then you can use the Kaltura plug in to record an audio, screencast or talking head feedback for your students or if your institution does not have the Kaltura plug in enabled, you can use the options outlined above under Practice using the technology.
References
Anson, C. M., Dannels, D. P., Laboy, J. I., & Carneiro, L. (2016). Students’ perceptions of oral screencast responses to their writing: Exploring digitally mediated identities. Journal of Business and Technical Communication, 30(3), 378–411. https://doi.org/10.1177/1050651916636424
Brearley,F. Q. & Cullen, W.R. (2012) Providing Students with Formative Audio Feedback. Bioscience Education, Vol. 20, 22-36. DOI: 10.11120/beej.2012.20000022
Borup, J., C. R. Graham, and A. Velasquez. 2011. “The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in a Blended Learning Environment.” In Blended Learning Across Disciplines: Models for Implementation, edited by A. Kitchenham, 38–57. Hershey: IGI Global.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: staff and student perspectives. Assessment and Evaluation in Higher Education, 44(1), 25–36. https://doi.org/10.1080/02602938.2018.1467877
Gould, J., & Day, P. (2013). Hearing you loud and clear: student perspectives of audio feedback in higher education. Assessment and Evaluation in Higher Education, 38(5), 554–566. https://doi.org/10.1080/02602938.2012.660131
Henderson, M., & Phillips, M. (2015). Video-based feedback on student assessment: Scarily personal. Australasian Journal of Educational Technology, 31(1), 51–66. https://doi.org/10.14742/ajet.1878
Lunt, T., & Curran, J. (2010). “Are you listening please?” The advantages of electronic audio feedback compared to written feedback. Assessment and Evaluation in Higher Education, 35(7), 759–769. https://doi.org/10.1080/02602930902977772
Mahoney, P., Macfarlane, S., & Ajjawi, R. (2019). A qualitative synthesis of video feedback in higher education. Teaching in Higher Education, 24(2), 157–179. https://doi.org/10.1080/13562517.2018.1471457
Meyer, K. A., Bruwelheide, J., & Poulin, R. (2009). Why They Stayed: Near-Perfect Retention in an Online Certification Program in Library Media. Journal of Asynchronous Learning Networks, 13(3), 129–145. https://eric.ed.gov/?id=EJ862361
Ryan, T., Henderson, M., & Phillips, M. (2019). Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education. British Journal of Educational Technology, 50(3), 1507–1523. https://doi.org/10.1111/bjet.12749
Winstone, N. E., & Boud, D. (2020). The need to disentangle assessment and feedback in higher education. Studies in Higher Education. https://doi.org/10.1080/03075079.2020.1779687
Winstone, N. (2019). Facilitating students’ use of feedback: Capturing and tracking impact using digital tools. In The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners (pp. 225–242). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-25112-3_13
Yang, D., Baldwin, S., & Snelson, C. (2017). Persistence factors revealed: students’ reflections on completing a fully online program. Distance Education, 38(1), 23–36. https://doi.org/10.1080/01587919.2017.1299561
Ryan, T., Henderson, M., & Phillips, M. (2019). Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education. British Journal of Educational Technology, 50(3), 1507–1523. https://doi.org/10.1111/bjet.12749