![](bg2.png)
subjects, at all levels.
Although outcomes had been predicted based on
other case studies, the uniqueness of this study
meant there was a need to determine if the
technology chosen to deliver the audio feedback was
pedagogically sound and could be used to enhance
students learning.
Therefore the research questions needed to
determine both tutor and student views, and answers
to the following questions were sought:
1. Will using audio enable greater flexibility in
the feedback process?
2. Can feedback be enhanced using audio?
The study was broken down into six individual
phases and a multi-method strategy used to examine
the relation between students, tutors and the use of
audio as a feedback tool. Analysis and interpretation
of the data collected was iterative and employed
throughout the length of the study. This ensured
that, if further questions arose, additional enquiries
could be completed.
Qualitative data was transcribed whenever
completed and two levels of coding employed to
ease information retrieval. An electronic self-
completion, questionnaire was made available to all
student participants and respondents were offered a
choice of alternative answers and open-ended
questions. Unsolicited qualitative feedback was
received and added to the data set as it gave
significant insight into students’ thoughts and
perceptions of audio feedback, several weeks after
receiving it and after completing the course. As
more than one method of data collection was used,
triangulation was implemented to check whether
differing sets of evidence supported and
complemented, or contradicted each other.
4 LIMITATIONS
Given the short time frame for this project, a
longitudinal study could not be completed.
Therefore although the gathering of information
regarding the impact audio feedback had on student
achievement could have been a data rich source, for
the purpose of this study it was not deemed
practical. Likewise, the novelty effect of audio
feedback, could have implications for the validity of
the findings and further research would be needed to
clarify whether or not this was the case.
5 THE USE OF AUDIO
The use of audio feedback encourages self-
reflection, can be given to large classes without the
need for face-to-face contact and is an alternative
technology whose purpose is to “affect learning
rather than to transmit knowledge” (Bradley et al,
cited in Nortcliffe & Middleton, 2008, p.48). This is
because more information can be obtained from
recorded comments, including tone of voice (Rust,
2001). It is therefore seen to have good pedagogical
underpinning (Salmon, 2004). Participants in a study
conducted by Jelfs & Whitelock (2000) felt that the
use of audio created a feeling of tutor attendance,
which substantiated research conducted by Reeves
& Nass (1998) who concluded that the human voice
increases social presence. Using audio to deliver
feedback helps students to conceptualise it more as a
dialogue, even though this form of delivery is a one-
way communication and not interactive (Corbell &
Valdes-Corbeil, 2007). Yet results of research
conducted into students’ learning experiences and
their impressions of audio feedback have shown that
although it can be more time-consuming to receive
feedback in an auditory format (Ice et al, 2007)
some students prefer feedback to be given this way
and understand the advantages of it (Ice et al, 2007;
Nortcliffe & Middleton, 2008; Rotherham, 2009).
This is not true for all students, though, as some
have reservations about receiving audio feedback,
whilst others indicate a preference for both audio
and written comments (Still, 2006; Nortcliffe, 2007;
Salmon & Edirisingha, 2008; Rotheram, 2009). It
may be argued that other external factors have
influenced this preference, the main contributors
being the time the feedback was received (Gibbs &
Simpson, 2005; Nicol & Macfarland-Dick, 2006;
Hramiak, 2007; Rotheram, 2009) and the novelty
factor of audio in the feedback process (Oomen-
Early et al., 2008; Rotheram, 2009).
6 DISCUSSION OF FINDINGS
Statistics have been produced based on 28
questionnaires returned from a sample of 33 students
studying at Edge Hill University in the year
2008/2009, semester 2. The modal respondent was
male (78.6%). Statistics produced for the 17 tutor
respondents show the modal respondent was female.
SHOULD AUDIO FEEDBACK BE USED BECAUSE IT IS EASILY AVAILABLE OR FOR REASONS OF
PEDAGOGY?
61