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Strathclyde chiang
 

Strathclyde chiang

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Audio Feedback projects described by Dr I-Chant Chiang from the University of Aberystwyth.

Audio Feedback projects described by Dr I-Chant Chiang from the University of Aberystwyth.

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    Strathclyde chiang Strathclyde chiang Presentation Transcript

    • EVALUATION OF THREE AUDIO FEEDBACK METHODS DR I-CHANT CHIANG IAC@ABER.AC.UK 2 FEBRUARY 2011
    • PROBLEMS WITH WRITTEN FEEDBACK LEAST SATISFIED AREA IN NATIONAL STUDENT SURVEY (BBC, 2007; UNISTATS, 2009) LACK OF DEPTH, SIMPLY STATE THE PROBLEM ILLEGIBLE HANDWRITING OVEREMPHASIS ON AREAS OF WEAKNESS INABILITY TO PRIORITIZE
    • BENEFITS OF AUDIO FEEDBACKSTUDENT EASIER TO UNDERSTAND MORE DEPTH RICHER FORM OF FEEDBACK NUANCED FEEDBACK TONE OF VOICE MORE GENUINE, ACCESSIBLE, PERSONAL (KING, MCGUGAN, BUNYAN, 2008; BETTER WORK, BETTER MARKS ICE, CURTIS, PHILLIPS, WELLS, 2007; MERRY AND ORSMOND, 2008)
    • BENEFITS OF AUDIO FEEDBACKTUTOR MORE DEPTH FLEXIBILITY TIME SAVINGS LONG-TERM GIVING FEEDBACK HIGHER QUALITY WORK (KING, MCGUGAN, BUNYAN, 2008; ICE, CURTIS, PHILLIPS, WELLS, 2007; MERRY AND ORSMOND, 2008)
    • DIFFERENT TYPES OF STUDENTS DIFFERENT TYPES OF TUTORS
    • RESEARCH QUESTIONSHOW DO DIFFERENT STUDENTS RESPOND TO AUDIOFEEDBACK?HOW DO DIFFERENT METHODS OF AUDIO FEEDBACKCOMPARE?
    • RESEARCH QUESTIONSHOW DO DIFFERENT STUDENTS RESPOND TO AUDIOFEEDBACK? LOW-PERFORMING STUDENTS DO NOT TAKE FEEDBACK ON BOARD LIKE HIGH-PERFORMING STUDENTS(VAN DER ZEE, 2009) LISTENING AND READING SKILLS DEVELOP DIFFERENTLY WHEN LEARNING IN A NON-NATIVE LANGUAGE (HERRON, MORRIS, SECULES, & CURTIS, 1995)
    • RESEARCH QUESTIONSHOW DO DIFFERENT METHODS OF AUDIO FEEDBACKCOMPARE? IMPLEMENTATION, EFFECTIVENESS, AND PREFERENCE TUTORS AND STUDENTS ACROSS ASSESSMENT TYPES
    • THREE METHODS
    • AUDIO ONLYTUTOR: RECORDS ONDIGITAL RECORDERSTUDENT: RECEIVESMP3 FILE
    • AUDIO-VISUAL ASYNCHRONOUSTUTOR: RECORDS VIAHEADSET AND ADOBEACROBAT 9.0STUDENT: RECEIVESPDF FILE
    • AUDIO-VISUAL SYNCHRONOUSTUTOR: RECORDS VIAHEADSET AND SCREENCASTSTUDENT: RECEIVES LINKTO WEBSITEHTTP://SCREENCAST.COM/T/PBQZFECJ744
    • STUDY METHODOLOGY5 ACADEMIC STAFF MEMBERS33 PSYCHOLOGY HONOURS STUDENTS “HIGH-PERFORMING” AND “LOW-PERFORMING” 11 NON-NATIVE ENGLISH SPEAKERS14 ASSESSMENTS
    • EVALUATIONQUESTIONNAIRESSTUDENT PERFORMANCEINTERVIEWSFOCUS GROUPS
    • RESULTS
    • TIME PER METHOD Percent Listened Average Minutes Recorded100% 1275% 950% 625% 3 0% 0 Audio Only A-V Asynchronous A-V Synchronous
    • % LISTENED TO FEEDBACK High Performing Students Low Performing Students100% 100% 96% 94%75%50% 60% 48%25% 35% 0% Audio Only A-V Asynchronous A-V Synchronous
    • AUDIO ONLYSTUDENT PERSPECTIVE VERY USEFUL, LEAST CHALLENGING, LISTENED IN A VARIETY OF SETTINGS PREFERENCE: 2ND AMONG LO STUDENTS, 3RD AMONG HI STUDENTS “IT IS ALL IN ONE GO RATHER THAN HAVING TO CLICK ON SOUND BITES INDIVIDUALLY”
    • AUDIO ONLY TUTOR PERSPECTIVE VERY EASY TO USE, PORTABLE GAVE BROADER, LESS SPECIFIC FEEDBACK LEAST PREFERRED METHOD “IT WAS VERY STRAIGHTFORWARD”BEST FOR POSTERS, NON-ELECTRONIC WORK
    • AUDIO-VISUAL ASYNCHRONOUSSTUDENT PERSPECTIVE VERY USEFUL, SPECIFIC AND DETAILED, SELF-PACED, NO WAY TO STOP MID-COMMENT, MANY CLICKS, SOMETIMES INCONSISTENT PREFERENCE: 1ST AMONG LO STUDENTS, 2ND AMONG HI STUDENTS “IT PINPOINTS EXACTLY WHERE THEY’RE SPEAKING ABOUT AND IT ALSO OFFERS THE MARKER AN OPPORTUNITY TO BE MORE ELABORATE, EXPRESS THEMSELVES BETTER”
    • AUDIO-VISUAL ASYNCHRONOUSTUTOR PERSPECTIVE CLEAR, SIMPLE, STRAIGHTFORWARD, EXPANSIVE TEDIOUS, SPENDING MORE TIME HALF THE TUTORS PREFER THIS METHOD MOST “I LIKED IT, BUT I TOOK WAY TOO LONG” BEST FOR REPORTS, PROPOSALS
    • AUDIO-VISUAL SYNCHRONOUSSTUDENT PERSPECTIVE FELT LIKE SITTING WITH THE TUTOR, GOOD FOR FORMULATING ARGUMENTS, MUST HAVE GOOD INTERNET CONNECTION, COULD NOT SAVE THE FILE PREFERENCE: 3RD AMONG LO STUDENTS, 1ST AMONG HI STUDENTS “I CAN SEE THE LECTURERS’ THOUGHT PROCESS”
    • AUDIO-VISUAL SYNCHRONOUS TUTOR PERSPECTIVE CANNOT WAFFLE, FOCUS ON IMPORTANT POINTS PINPOINT SPECIFICS, RE-RECORD SOMETIMES HALF THE TUTORS PREFER THIS METHOD MOST “IT IS MORE LIKE A (ONE-SIDED) CONVERSATION”BEST FOR ESSAYS, FORMAL PRESENTATIONS
    • STUDENT TYPES NO DIFFERENCES BETWEEN NATIVE AND NON-NATIVE ENGLISH SPEAKERS Overall High Performing Low Performing A-V SynchronousA-V Asynchronous Audio Only SOME ABOUT SOME MUCH SLIGHTLY SLIGHTLY MUCH WHAT THE WHAT LESS LESS MORE MORE LESS SAME MORE
    • OVERALL THEMESTUTORS ENJOYED GIVING FEEDBACK THROUGH AUDIOMEANS BUT SOME ARE PUT OFF BY TECHNOLOGYEND OF YEAR EVALUATIONS WERE HIGH FOR FEEDBACKLANGUAGE COMPETENCE MAY BE A FACTOR IN 1ST YEARDIFFERENCES IN HIGH AND LOW PERFORMING STUDENTS
    • OVERALL THEMESMARKS INCREASED MOST WITH A-V ASYNCHRONOUSMATCH METHOD TO ASSESSMENT TYPE AUDIO ONLY: POSTER, NON-ELECTRONIC WORK A-V ASYNCHRONOUS: REPORTS, PROPOSALS A-V SYNCHRONOUS: ESSAYS, FORMAL PRESENTATIONS
    • FOR MORE INFORMATION ABOUT THIS PROJECT:HTTP://SITES.GOOGLE.COM/SITE/AUDIOFEEDBACKUK/