The UK National Student Survey (NSS) regularly highlights student dissatisfaction with feedback, identifying factors such as timeliness; personalisation; specific information on how to improve in a clear and understandable manner and the level of detail given to students related to learning outcomes. For a large cohort, achieving these targets can be difficult and students are more likely to be at risk of receiving rushed and vague feedback as lecturers strive to return results as quickly as possible. In his research into the use of digital audio for feedback in the JISC Sounds Good Project, Bob Rotherham suggests that audio may be a way to assist “lecturers looking for a way of giving students good quality feedback on their work whilst sav...
Feedback in higher education, via either traditional or technology approaches, is essential to promo...
Feedback to students remains a contentious issue for both staff and learners: “the UK-wide National...
Studies have indicated that students may prefer verbal to written feedback (Orsmond et al., 2005) wi...
The UK National Student Survey (NSS) regularly highlights student dissatisfaction with feedback, ide...
Short paper(S10) To what extent does audio feedback support large student cohorts? Rachel Fit...
online resources from the JISC funded Sounds Good project. Can digital audio be used to give student...
online resources from the JISC funded Sounds Good project. Can digital audio be used to give student...
The JISC-funded ‘Sounds Good’ project at Leeds Metropolitan University (www.soundsgood.org.uk) is ex...
This paper reports from an ongoing study investigating students’ attitudes towards computer mediated...
Feedback on students' work is, probably, one of the most important aspects of learning, yet students...
Feedback on students' work is, probably, one of the most important aspects of learning, yet students...
Feedback on student work is problematic for faculty and students in British higher education. Evalua...
Feedback in higher education, via either traditional or technology approaches, is essential to promo...
Audio feedback involves the use of distributed digital audio to provide formative messages to studen...
Formative assessment generates feedback on students' performance, thereby accelerating and improving...
Feedback in higher education, via either traditional or technology approaches, is essential to promo...
Feedback to students remains a contentious issue for both staff and learners: “the UK-wide National...
Studies have indicated that students may prefer verbal to written feedback (Orsmond et al., 2005) wi...
The UK National Student Survey (NSS) regularly highlights student dissatisfaction with feedback, ide...
Short paper(S10) To what extent does audio feedback support large student cohorts? Rachel Fit...
online resources from the JISC funded Sounds Good project. Can digital audio be used to give student...
online resources from the JISC funded Sounds Good project. Can digital audio be used to give student...
The JISC-funded ‘Sounds Good’ project at Leeds Metropolitan University (www.soundsgood.org.uk) is ex...
This paper reports from an ongoing study investigating students’ attitudes towards computer mediated...
Feedback on students' work is, probably, one of the most important aspects of learning, yet students...
Feedback on students' work is, probably, one of the most important aspects of learning, yet students...
Feedback on student work is problematic for faculty and students in British higher education. Evalua...
Feedback in higher education, via either traditional or technology approaches, is essential to promo...
Audio feedback involves the use of distributed digital audio to provide formative messages to studen...
Formative assessment generates feedback on students' performance, thereby accelerating and improving...
Feedback in higher education, via either traditional or technology approaches, is essential to promo...
Feedback to students remains a contentious issue for both staff and learners: “the UK-wide National...
Studies have indicated that students may prefer verbal to written feedback (Orsmond et al., 2005) wi...