A scoping exercise investigating the efficacy and efficiency of audio feedback

There has been a recent impetus to improve feedback to students (Cardiff University, 2010), giving rise to an interest in the potential wider use of audio feedback. However, a paucity of literature revealed a need to investigate both the efficacy and efficiency of audio feedback in relation to learning styles. A scoping exercise (n = 11) gathering both quantitative and qualitative data was conducted in relation to a written assignment. The findings suggested that participants rated audio feedback slightly higher than written feedback, in terms of both the qualitative and quantitative findings. The implication is that audio feedback should be considered for availability within this undergraduate programme. This supports the tenth principle of good feedback developed by the NUS (2010), which states that feedback should be suited to students needs and, within reason, should be offered in various formats. This would be in accordance with the inclusive curriculum. It is recommended that both written and audio feedback be given to students who demonstrate an element of auditory preference in their learning style. Nevertheless this would need to be managed in a time efficient way