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Listening to learn: How audio is personalising feedback
- 1. Audio Feedback-listening for learning Gemma Clarke (SFHEA, FHERDSA) Academic Coordinator for Language, Learning and Teaching Curtin College, Perth, Western Australia
- 2. Feedback is VERY IMPORTANT for learning But, we don’t always feel that our feedback is getting through to our students. Why? • lack of English ability, • lack of motivation, • incorrect channel/ format, • not in some student’s zone of proximal development, • too much jargon, • impersonal
- 3. What does the research say? Audio feedback provides a greater sense of personalisation which fostered student motivation and interest in their learning (Merry & Osmond, 2008 and Rotheram, 2009). Audio feedback provided a sense of community and a perception of “being there” (Ice et al., 2007). Audio feedback shortened the “social distance” between and student and lecturer (Morra & Asis, 2009).
- 5. Why Audacity? • Free • Easy to use • No training required • Easy to download files in MP3 format • Compatible on Mac and Windows
- 6. Three clicks to effective feedback
- 7. Saving Files
- 8. Project Design Submission Week Task Grading Week 7 Report Outline Pre-feedback Week 8 Report Introduction Pre-feedback Week 10 Report Recommendations Pre-feedback Week 11 Final Report Post-feedback Week 12 Survey Post feedback Qualitative Week Task Week 12 Survey BEFORE graded reports are returned to students Quantitative
- 9. Quantitative Data Report Component Audio Pre Feedback n = 53 Audio Post feedback Written Pre Feedback n = 63 Written Post feedback Outline 7.1 ±1.56 7.5 ±1.93* 7.5 ±1.76 7.6 ±1.84 Introduction 5.5 ±1.84 6.6 ± 2.02* 6.1 ± 2.17 6.5 ± 2.13* Recommendations 6.0 ±1.86 6.6 ± 2.01* 6.5 ±1.94 6.6 ± 1.98* *Post- significantly different from pre-feedback P ≤ 0.05
- 10. Grade/10 Audio compared to written feedback * * * * * •Significant P≤ 0.05
- 11. Results of Student Survey n= 100 84% participation rate 63% male 37% female 17 countries represented Largest cohort Chinese (n=36 ) Australians/Domestic ( n=5) Amount of time spent living in Australia ranged from whole life to 2 months
- 12. Who answered the survey questions 52 audio (52%) 39 written (39%) 2 no feedback 7 skipped qu.
- 14. Using the rating scale below, please indicate how much you agree with the following statements Answer Options Strongly Disagree Disagree Unsure Agree Strongly Agree Rating Average Response Count After receiving feedback on my draft outline I understand where I needed to improve 2 5 8 56 19 3.94 90 After receiving feedback on my draft introduction I understand where I needed to improve 1 7 10 51 21 3.93 90 After receiving feedback on my draft recommendations I understand where I needed to improve 0 5 14 54 15 3.90 88 The teacher provided feedback that helped me understand the areas I need to improve in regards to the report? 1 6 11 56 16 3.89 90 The feedback was very specific and I knew what I had to do to improve 2 5 12 56 14 3.84 89 The feedback was received in a timely manner 1 6 10 63 10 3.83 90 After receiving feedback on my draft outline I understand what I did well 0 6 11 55 18 3.94 90 After receiving feedback on my draft introduction I understand what I did well 0 7 11 55 17 3.91 90 After receiving feedback on my draft recommendations I understand what I did well 0 5 20 49 14 3.82 88 answered question 90 skipped question 10
- 17. Student Feedback I actually want to reply use voice recorder too, but I'm just not sure how to reply using voice recorder. I think that really interesting technique of teaching. I like it, and I can just listen while seeing my work all in one time. :) I think the audio feedback was very useful Gemma, it helps me understand better when i can actually hear what i did wrong rather than reading. The audio was easy to understand, and I had no problems listening to the audio file. Personally i did not benefit from the audio feedback at all. I am a local student and i found it extremely difficult to understand the audio feedback that was given. So i will assume international student would of struggled even more. It was not clear and i found very frustrating trying to figure out what comments connected to my text. I strongly recommend not to use this feedback approach in the future it was very useful for me. I thank you for that. I don't have any problem with the audio feedback. It was easy to understand and the explanation was clear. I would preferred audio feedback rather than written feedback because its more easy to understand that and it helps me to improve my listening skills. Thanks thank you - this is very useful feedback and very positive I received and listened your voice feedback. I think it is better than written feedback for me
- 18. Teacher’s feedback LOVED IT!! EASY TO USE MUCH FASTER WAY TO PROVIDE FEEDBACK MUCH MORE EXPLICIT GREATER QUANTITY MORE POSITIVE MORE PERSONAL
- 19. Project conclusions The data confirms previous research-Feedback Works There is no significant difference between audio and written feedback- both are effective NEW Teachers LOVE audio feedback Students in this study still prefer written feedback NEW Study focused on L2/ or pre- tertiary students NEW
- 20. Reference List Hattie, J., & Timperley, H. (2007). The power of feedback. Review of American Educational Research, 77 (1), 81-112. Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous feedback to enhance teaching presence and student sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25. 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. Merry, S., & Orsmond, P. (2008). Students’ attitudes to and usage of academic feedback provided via audio files. Bioscience Education, 11. Morra, A.M., & Asis, M.I. (2009). The effect of audio and written teacher responses on EFL student revision. Journal of College Reading and Learning, 39(2), 68-81.
- 21. Acknowledgement I would like to thank the team that were part of this research project here at the College: • Renuka Pathmasuntharam • Jocelyn Robinson • Allan Mudford • Lisa Paton • Dr Ranjna Kapoor
- 22. Questions and Feedback My contact details are:
Notas del editor
- Add in screen shot of how to save the file!
- In the abstract we summarized the results from our trial study- and today we are going to share with you the results of the full study. The project comprised of n=116 students, 6 classes, and 5 different teachers. Mixed design- because we were measuring results between two groups (audio and written) And, measuring within each group with the pre- and post feedback Ethical clearance: Students were sent an email explaining the purpose of the project and this email was also explained in class to ensure that any student questions could be dealt with or more clarification provided. Students were provided with the option to opt out of audio feedback at any stage throughout the project with no penalty. No students opted out! We collected and analysed quantitative and qualitative data. Students submitted these components of the report in weeks 7, 8 and 9. Written or audio feedback was given and returned within 4 days (?) The full report was submitted in Week 11 and graded for the 3 components. This gave us the post feedback values. For qualitative analysis students answered a questionnaire before they were handed back their graded reports.
- n represents the number of students in each group We have used the paired t-test to compare pre and post feedback grades. The post feedback is significantly better than pre-feedback (note the asterisk) for all 3 components of the report EXCEPT for the written feedback for the Outline. However comparison of audio with written feedback for this component was not significantly different.
- The same data is represented in histograms All post feedback grades were significantly better than pre feedback grades EXCEPT for the Written Outline. There was no significant difference between audio and written feedback.
- Students were also asked to participate in a survey to provide feedback to us about what they thought about the process and also about the form of feedback they received. The survey was set up using Survey Monkey and every student was sent the link to the survey- 84% participation rate is based on the entire cohort of 138 students signed up to the course.
- Who answered the survey- 52 students who received audio answered the question 39 students who received written feedback answered the question 2 students said they never received any feedback (this is not true) Have you ever received audio FB in other classes- 20 YES (20%) 64= NO (64%) 8 UNSURE 8 SKIPPED THE ? This is interesting to note particularly when we look at what kind of feedback students said they preferred.
- I THINK THE METHOD OF FEEDBACK THAT I RECEIVED WAS THE BEST METHOD OF FEEDBACK FOR ME. Interesting that almost 60% of the cohort agreed that they liked the form of feedback they received. Of course for the students that have never received audio feedback before- or in this study- it is actually difficult for them to say with any certainty whether this was the best form- hopefully this is represented by the 18% that are unsure- they are unsure because they are not the 20% who said they received audio feedback in other classes and they are not part of the 52% audio responders in the survey. However, as we go through some of the stats you will see that in the end the students make a completely different decision about what kind of feedback they would like.
- Not going to spend long on this one- but just to quickly indicate that questions posed to students about whether they thought the feedback to each of the three draft assignments helped them to improve, as well as whether the feedback indicated what they did well, whether it was sent to them in a timely manner, whether the information was specific. As you can see from the red section the overwhelming majority of answers fall within the AGREE and STRONGLY AGREE columns. About 70% of students answered positively for each question asked. These results are confirmed by the quantitative data analysis- because both groups of students did show an improvement from their first draft to their final reports.
- Both groups of students answered this set of questions- it is interesting to note that feedback that helped the students to complete the task was the key reason students liked the feedback-this really supports the idea that formative feedback is valuable and students see it as valuable with 50% of the students selecting this reason. So feedback that is relevant is what they most appreciate. Find out how many choices each student made- how many did they answer on average. Note that the personalized nature of the feedback was not even in the top four reasons-this is different to past research.
- However, even though the feedback was positive and most of our respondents had received audio feedback- when asked which style of feedback they would prefer to receive in future the majority said they would prefer to receive written feedback over audio feedback. Why? We have some ideas as to this- some students did not like the audio feedback and emailed us to tell us what they thought of it: 1. because our students are ESL some of us in the group thought that this might be the case (I for one), 2. audio feedback also requires a high degree of interaction and responsibility from the learner-possibly not something that this cohort of students are prepared or familiar doing- makes it too difficult/ too much like hard work 4. Ideas that we discounted as being a barrier were voice pace/ accent etc. as the survey results indicated that students did not see that as a concern or problem Our results contradict currently published research! BUT, OUR STUDY SAMPLE ARE OVERWHELMINGLY L2 AND NOT YET UNI. STUDENTS! We need to dig deeper to find out why students would still prefer to receive written feedback even after they responded so positively to the questions.
- Having the student voice as central to this initiative was important to us- these were comments provided in the other comments box in the survey. Interesting that the majority are positive- even though the majority of students still said they would prefer written feedback. Some points that the research reveals about audio feedback for students is: -it reduces the social distance between teacher and student -a sense of “being there” -even disappointing feedback resulted in students wanting to follow up with the teacher -personalisation fosters a greater sense of motivation in students
- For the teachers the feedback was overwhelmingly positive. The key reasons are outlined in this slide. Key features is that when we speak, we use language that is much more everyday, much more accessible to our students. Whereas when we write as teachers and academics, we tend to slip into academic writing style and using academic phrases or symbols that are not always understood clearly by our students. We also used our student's names in almost every recording- this immediately gave it a sense of personalization that written comments cannot. Using voice also allows for the inclusion of tone and humour which is very difficult with writing. But the significant factor was the time savings! Research by Tom Lunt and John Curren 2010 published in Assessment and Evaluation in Higher Education at London Metropolitan university revealed in their research that one minute of talking equals six minutes of writing with some studies showing a time savings of almost 75% (Ice et al. 2011). With increasing class sizes and the related marking load whilst at the same time ensuring we engage our students in a more personalised manner audio feedback could be a helpful tool.