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Can anybody hear me?
Exploring the potential for audio feedback in transforming
student learning.
Anne Kirwan, Sara Raftery, Clare Gormley
This presentation "Can anybody hear me?: Exploring the potential for audio feedback in transforming
student learning" by Anne Kirwan, Sara Raftery & Clare Gormley is licensed under CC BY NC SA 4.0.
HELLO!
Anne Kirwan
You can contact me by email at
anne.kirwan@dcu.ie
Sara Raftery
You can contact me by email at
sara.raftery@dcu.ie
Clare Gormley
You can find me on Twitter at
@clare_gormley
2
Literature review - feedback
 ‘Feedback is most the important aspect of
the assessment process in raising
achievement’ (Bloxham & Boyd 2007, 20)
 A critical determinant of feedback
effectiveness is the quality of learners’
engagement with and use of the feedback
they receive (Winstone et al., 2017, p.17).
 Creating a “Relentless Welcome” (Felten,
2019)
3
Literature review - audio feedback
 Net generation students
 Perception of constructive rather
than negative feedback
 Nuanced dialogue
 Tone of voice
 Perception that teacher cares
about student
(Bourgault et al 2013)
4
Aim of study
 Can audio feedback enhance engagement with,
and usefulness of feedback?
Methodology
 Two stage study
 Ethical approval
 Recruitment
 Sample
 4th year B.Sc. in Nursing students (n=96)
5
Methodology
 Audio & written (typed) formative feedback
provided on draft academic assignment
 Data collection – 2 questionnaires
 Administered by a gate keeper
 Stage 1
 to determine whether students engaged with
feedback
 to determine whether feedback perceived to be
useful
 Stage 2
 to examine the perceived transferability of learning
to subsequent work
 Data analysis
 Braun & Clarke’s 6-step framework
6
Findings
64.5% (n=62) survey response rate
55% (n=53) submitted a draft assignment for review
96% (n=51) of respondents listened to audio feedback (2
students had incompatible equipment)
All students attempted to listen
94.3% (n=50) understood the audio feedback received (2
students couldn’t access feedback)
92.5% (49) of respondents used the audio feedback in the
final draft
Key Themes
8
Engagement
Transformation
Connectivity
Theme 1 - Connectivity
‘Listening to the made me feel like I was
engaging with the lecturer on a one to one basis.’ (299)
‘It was very personal, and the closer connection to the lecturer
really made me feel that they thoroughly read my assignment
and really wanted to help me improve.’ (346-347)
‘It’s often easier to understand feedback when someone is
talking to you and you can understand more clearly what they’re
saying’ (386-387)
9
Connectivity
Theme 2 - Engagement
I used the audio feedback in conjunction with written feedback
and this led to a better understanding of what was required to
improve the piece. (352-353)
it was good listen to it as you were reading through your
assignment (283-284)
I felt the audio feedback was a confidence boost. It detailed if
you were heading in the right direction and (…) offered
guidance within this to help structure the remaining part of the
assignment that I had not written at the time of submitting the
draft (423-424)
10
Engagement
Theme 3: Transformation
The audio feedback highlighted more details that I should
include to improve the quality. It gave me ideas to
improve my assignment. I could also hear that the
lecturer was enthusiastic about my draft which put me at
ease as I knew I was on the right track (406-408)
The audio allowed me to see how my lecturer had read my
draft with a different set of eyes and gave me a better
understanding (312-313)
It was very encouraging and it allowed me to build on what
I had done already e.g. building on references and critical
analysis (290-291)
11
Transformation
Can anybody hear me?
Exploring the potential for audio feedback in transforming
student learning.
Engagement
Transformation
Connectivity
The best feedback I have
received in a long time. Would
love to see more of this type
feedback in future’ (412)
References
Bloxham, S. and Boyd, P. (2007) Developing effective assessment in
higher education: A practical guide. Maidenhead, Open University
Press
Bourgault, A.M, Mundy, C. and Joshua, T (2013) Comparison of audio
vs written feedback on clinical assignments of nursing students.
Nursing Education Perspectives 34(1), 43-46
Felten, P. (2019) ‘Creating a “relentless welcome”’. Teaching Matters
Blog, 21st October. Available at: teaching-matters-blog.ed.ac.uk
(Accessed: 30th October 2019)
Winstone, N.E., Nash, R.A., Parker, M. and Rowntree, J. (2017)
Supporting learners’ agentic engagement with feedback: a systematic
review and a taxonomy of recipience processes. Educational
Psychologist, 52(1), 17-37
15
Thanks
for
listening!
This presentation "Can anybody hear me?: Exploring the potential for audio feedback in transforming
student learning" by Anne Kirwan, Sara Raftery & Clare Gormley is licensed under CC BY NC SA 4.0.

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Can anybody hear me?: Exploring the potential for audio feedback in transforming student learning

  • 1. Can anybody hear me? Exploring the potential for audio feedback in transforming student learning. Anne Kirwan, Sara Raftery, Clare Gormley This presentation "Can anybody hear me?: Exploring the potential for audio feedback in transforming student learning" by Anne Kirwan, Sara Raftery & Clare Gormley is licensed under CC BY NC SA 4.0.
  • 2. HELLO! Anne Kirwan You can contact me by email at anne.kirwan@dcu.ie Sara Raftery You can contact me by email at sara.raftery@dcu.ie Clare Gormley You can find me on Twitter at @clare_gormley 2
  • 3. Literature review - feedback  ‘Feedback is most the important aspect of the assessment process in raising achievement’ (Bloxham & Boyd 2007, 20)  A critical determinant of feedback effectiveness is the quality of learners’ engagement with and use of the feedback they receive (Winstone et al., 2017, p.17).  Creating a “Relentless Welcome” (Felten, 2019) 3
  • 4. Literature review - audio feedback  Net generation students  Perception of constructive rather than negative feedback  Nuanced dialogue  Tone of voice  Perception that teacher cares about student (Bourgault et al 2013) 4
  • 5. Aim of study  Can audio feedback enhance engagement with, and usefulness of feedback? Methodology  Two stage study  Ethical approval  Recruitment  Sample  4th year B.Sc. in Nursing students (n=96) 5
  • 6. Methodology  Audio & written (typed) formative feedback provided on draft academic assignment  Data collection – 2 questionnaires  Administered by a gate keeper  Stage 1  to determine whether students engaged with feedback  to determine whether feedback perceived to be useful  Stage 2  to examine the perceived transferability of learning to subsequent work  Data analysis  Braun & Clarke’s 6-step framework 6
  • 7. Findings 64.5% (n=62) survey response rate 55% (n=53) submitted a draft assignment for review 96% (n=51) of respondents listened to audio feedback (2 students had incompatible equipment) All students attempted to listen 94.3% (n=50) understood the audio feedback received (2 students couldn’t access feedback) 92.5% (49) of respondents used the audio feedback in the final draft
  • 9. Theme 1 - Connectivity ‘Listening to the made me feel like I was engaging with the lecturer on a one to one basis.’ (299) ‘It was very personal, and the closer connection to the lecturer really made me feel that they thoroughly read my assignment and really wanted to help me improve.’ (346-347) ‘It’s often easier to understand feedback when someone is talking to you and you can understand more clearly what they’re saying’ (386-387) 9 Connectivity
  • 10. Theme 2 - Engagement I used the audio feedback in conjunction with written feedback and this led to a better understanding of what was required to improve the piece. (352-353) it was good listen to it as you were reading through your assignment (283-284) I felt the audio feedback was a confidence boost. It detailed if you were heading in the right direction and (…) offered guidance within this to help structure the remaining part of the assignment that I had not written at the time of submitting the draft (423-424) 10 Engagement
  • 11. Theme 3: Transformation The audio feedback highlighted more details that I should include to improve the quality. It gave me ideas to improve my assignment. I could also hear that the lecturer was enthusiastic about my draft which put me at ease as I knew I was on the right track (406-408) The audio allowed me to see how my lecturer had read my draft with a different set of eyes and gave me a better understanding (312-313) It was very encouraging and it allowed me to build on what I had done already e.g. building on references and critical analysis (290-291) 11 Transformation
  • 12. Can anybody hear me? Exploring the potential for audio feedback in transforming student learning. Engagement Transformation Connectivity
  • 13. The best feedback I have received in a long time. Would love to see more of this type feedback in future’ (412)
  • 14. References Bloxham, S. and Boyd, P. (2007) Developing effective assessment in higher education: A practical guide. Maidenhead, Open University Press Bourgault, A.M, Mundy, C. and Joshua, T (2013) Comparison of audio vs written feedback on clinical assignments of nursing students. Nursing Education Perspectives 34(1), 43-46 Felten, P. (2019) ‘Creating a “relentless welcome”’. Teaching Matters Blog, 21st October. Available at: teaching-matters-blog.ed.ac.uk (Accessed: 30th October 2019) Winstone, N.E., Nash, R.A., Parker, M. and Rowntree, J. (2017) Supporting learners’ agentic engagement with feedback: a systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17-37
  • 15. 15 Thanks for listening! This presentation "Can anybody hear me?: Exploring the potential for audio feedback in transforming student learning" by Anne Kirwan, Sara Raftery & Clare Gormley is licensed under CC BY NC SA 4.0.

Editor's Notes

  1. DCU Research Ethics Committee Can actively hearing feedback enhance engagement with, and application of audio feedback? Stage 1 survey on formative feedback provided on an academic assignment Stage 2 survey on the transferability of the feedback to other academic work
  2. This presentation will focus on Stage 1 of the study, in particular in relation to the audio feedback component of the study. Some comparisons between written and audio will be outlined in this presentation to showcase the unique qualities of audio feedback. Stage 2 remains ongoing and has been extended to a second phase. We used a gate keeper to administer the questionnaires to overcome any possible ethical conflict when surveying own students Braun and Clarke’s 6 step framework: Step 1: Become familiar with the data 2: Generate initial codes 3: Search for themes 4: Review themes 5: Define themes 6: Write up
  3. Domino effect Potentiates Augments Primary phase is connectivity, seems to have knock on effect on engagement and then transformation. Domino effect – students felt lecturer was more engaged with their work which led them to apply to their work better.
  4. A sense of connectivity between the lecturer and the student was the prevailing theme across all the data in relation to audio feedback. This theme represents the stand out difference between written and audio feedback. Written feedback conveyed the relevant information, but the audio feedback was multi-dimensional and included an emotional and personal dimension to which the students responded positively. Students felt they were having a conversation with the lecturer and that the feedback was more personal. In addition to the information which was conveyed the use of voice gave the student a sense of lecturer engagement. The tone and pitch of the voice conveyed lecturer enthusiasm and there was a sense of dialogue. All of these elements created an enhanced CONNECTIVITY with the student
  5. Comments made throughout the data strongly indicated that students engaged with the feedback provided Concept of active listening with understanding of feedback Enhancing Raising achievement Potentiates understanding Augments = TRANSFORMATIVE
  6. The findings suggest that the cumulative effective of the connection between lecturer and student, enabled by the sense of dialogue and connectivity, had a transformative effect. This effect enabled student engagement As Mezirov (2000) puts it, transformational learning is one’s becoming critically aware of tacit assumptions/expectations and assessing their relevance for making an interpretation.As the definition implies, transformational learning often leads to profound changes in our thoughts, feelings, perspectives, beliefs, and behaviors because it is a radical shift of consciousness that permanently alters our way of being in the world. s effect enabled student engagement
  7. The aim of this study is to determine whether audio feedback has the potential to transform student learning. The findings of this study suggest that students not only listen to audio feedback, but that they genuinely ‘hear’ the feedback in a multidimensional way The cumulative effect of the connection between lecturer and student promoted student engagement and had a transformative effect Overall, audio feedback appears to be ‘heard’ rather than just listened to multi-dimensional multi-sensorial engaging transformative encouraging critical analysis confidence connection enthusiasm understanding