June Faculty Meeting

FEEDBACK - Part 2

Due to the advent of new technologies, quality feedback can come in several forms: written, audio, or even video.


What do you think about the idea of audio feedback for our students? Addressing both specific individuals and the class as a whole, with audio files, may provide a better method of feedback for our students from a communication perspective, as well as from a point of instructor effectiveness and student learning.


Studies have shown audio feedback is seen as conveying more than mere words. Tone, expression, pronunciation and emphasis add to the depth of this means of communication (Rust 2001). Therefore, in addition to the content or words themselves, intonation and emphasis within feedback convey to students how important specific comments are (Merry and Orsmond 2008).


So what are we saying? Basically, we are focusing on another way to effectively communicate the feedback we want our students to hear and utilize.


Secondly, think about this; the “social presence” of the instructor is found to be an important factor in student perception of the online classroom. This “social presence,” in the online classroom, includes the extent to which the instructor is perceived as a “real, live person,” rather than just an electronic figurehead.


Lunt and Curran (2010), reported students are 10 times more likely to open audio files, when compared to written feedback files. It seems as if audio feedback is viewed by students as providing more depth, perhaps because the feedback provided suggestion strategies for solving problems, rather than just stating what the problems were (Merry & Orsmond, 2008).

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Some things to remember if you choose to provide feedback via audio or video format:

Audio recordings:

Pay attention to the tone and pitch of your voice. Smile if you want to be heard as encouraging. Use pauses in your communication to the student as a way to emphasize certain points.

NOTE: You may want to use Audacity for your audio recordings.

Video recording:

During video recordings, it’s good to remember the points above, (for the audio portion) but also to remember the following: Keep your arms uncrossed and if you talk with your hands, keep this to a minimum. Also, look directly at the camera and you will be perceived as looking directly at your subject.

NOTE: You may want to use Jing for your video/screen capture recordings.

Most of our students are being asked to create oral presentations with a video component for Portfolio Projects, in 200, 300 and 400 level courses. Again, remember that you are modeling good behavior to your students as you create the audio and video feedback for your students.