(1) The document summarizes research into faculty and student perceptions of using asynchronous audio feedback for student coursework. (2) Both faculty and students found that audio feedback provided a more personal touch and helped with retention compared to just written feedback, though using both audio and written feedback together was viewed as most effective. (3) While audio feedback required more time, it allowed faculty to elaborate more and students felt it increased their sense of connection to instructors and motivation.

1. Faculty & Student Perceptions of Asynchronous Audio FeedbackDenise Nelson

2. PlanBackgroundAudio feedback processtechnicalcommenting strategiesResearch process & findings faculty trainingstudents/faculty perspectivesRecommendationsFuture Interest2

3. Who has experience with audio commenting of student coursework?3

4. BackgroundFramed by the Community of Inquiry theoretical frameworkDraws upon the work of Dr. Phil Ice on audio feedback, differences being population – mostly undergradslevel of cognition not analyzedfaculty perspectivessituated in SIAST - context of 3 online programsPractical Nursing ProgramPerioperative Nursing ProgramFaculty Certificate ProgramProject sponsored by Campus Saskatchewan and SIASTResearch conducted Fall 2009 – June 20104

5. 5Garrison, D. R., Anderson, T., & Archer, W. (2000).

6. Community of Inquiry6Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison & Archer, 2001). Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson & Archer, 2001).

7. Focus on FeedbackStudents can cope without face-to-face teaching, but they cannot cope without regular feedback on assignments (Gibbs & Simpson, 2004).7

8. Audio Feedback TechniqueConvert student document to pdf.Configure Adobe Acrobat Professional with comment/mark-up tools.Use Adobe Acrobat Pro, microphone/headset and Microsoft Sound Recorder to embed comments. Listen to recording to ensure clarity.Inform students to double-clickProvide upfront note to students to contact faculty if difficulty in accessing audio.8

9. Technical Process9

10. Additional Hardware/SoftwareAdobe Acrobat ProHeadset/MicrophoneUSB, noise-canceling10

11. Read the entire student assignment.Decide which feedback audio/text mark-up.Give feedback like face-to-face.Use audio to elaborate details, summarize, give examples/references.Integrate and situate audio and text comments.Do not repeat the written word in audio.Situate mark in audio comment.11Commenting Strategies

12. …Commenting StrategiesUse text mark-up for specific grammar, punctuation etc. Use mark-up tools - customized stamps, highlighting, callout, arrows...Can insert attachments.Include rubrics.Other uses - summarizing/weaving discussions, exam review12

13. Mark-Up Example13

14. Research14

15. Literature Review15

16. QuestionsIn what manner is perceived learning impacted by the use of audio feedback?16Do students learning in asynchronous learning environments believe audio or text-based student feedback is a more effective means of interaction with their faculty?

17. How does the use of audio feedback impact the students’ sense of community in asynchronous learning networks?

18. What relationship exists between the use of audio feedback and student /faculty?MethodNested mixed methodEnd of course web surveyFocus groupFollow-up emailed interview questions17

19. SampleConvenienceNursing programs & Faculty Certificate Program (FCP) students and facultyParticipants:8 faculty respondents (all)14 student respondents – 8 FCP, 6 Practical Nursing Program18

20. Faculty Training19

21. Data CollectionProgram areas randomly selected assignments to include written feedback only or audio and written feedback.Nature of assignments ranged from paragraph responses to major papers.~ half of assignments used written feedback and half used written and audio feedback.Completion of course20

22. Findings21

23. Audio vs. Text --Which is More Effective?Qualitative – both students & faculty perceived that audio in conjunction with written is most effectiveStudents and faculty comfortable with written and reluctant to negate its valueStudents perceived audio more effective rePersonalizationRetention MotivationUnderstanding instructor’s intent Feelings of involvement and instructor caring22

24. Student Perceptions of Auditory Compared to Written23

25. Student Voices24“Certainly tone of voice and inflection help to distinguish intended meaning more accurately than written text.”“I enjoyed the enhanced feedback (audio), and I think with it an instructor can be more detailed with his analysis. If [instructor] had to write out all his advice for my first paper it may have been longer than the paper itself.”“I was thoroughly impressed and motivated by the format (audio and written) selected…”

26. Student Follow-Up Email Responses Re useful feedback25“Audio comments could include references to other resources, good examples that could replace errors, and specific pieces of work that were good and why.”“the most important thing in my mind is to give something that isn’t as easy to write down—for example something a bit more lengthy you might want to say or a longer explanation etc. The things that go into the marking that you can’t just jot down really quickly.”

27. Audio Feedback Impact on Sense of Community?ConnectednessPersonalizationAuthenticityEnhances social presence26

28. Student Voices27“It was nice to have the audio of the instructors, it made me feel more personal and that you were more of a class.” “I thought it was easy to use and make you feel more connected to the instructor, even in a distance course.”“I enjoyed the auditory feedback because I felt more like the instructor was speaking directly to me, although I appreciated the written comments equally.”

29. Audio Feedback & Student Satisfaction?Based on open comments of web survey, 9 of the 11 students seemed satisfied. “did not always work”“annoying, a true conversation or written comments would be better”“It seemed the instructor was trying to sound neutral in the audio feedback which left a feeling of apathy.”voice inflection and nuance to grasp more meaningmore and elaborate feedback DetailsExamplesReferences28

30. Perceived Learning Impacted by Audio Feedback?Faculty and students perceive audio enhances learning.3/4 students who responded to email interview questions revealed that audio feedback supports learning when it is personable, clear and detailed as “opposed to a check mark.”29“I found that I retained the verbal feedback better than just reading about it.”“Sometimes it (audio feedback) was very informative. Hearing their voices made it stick more into my head. I took it more seriously for if you wanted to know why something was the way it was marked, you had to listen.”

31. Audio Feedback & Faculty Satisfaction?Perceive benefits of social, cognitive and teaching presence Added value - more quantity and quality of feedback, even though it requires more faculty time to plan and createIncorporating a variety of media helps to project teaching presence and support student’s varied learning preferences.Liked informalityPreferred use for lengthy and complex assignments30

32. Faculty VoicesVoiceThread conversation31

33. General Research FindingsNo clear preference for written or audioMore time required to listen and/or provide audio commentsStudent populations differQuality of audio dependent on various factors: audio settings, equipment, noise32

34. More Student Voices33“Certainly tone of voice and inflection help to distinguish intended meaning more accurately than written text.”“This is my first experience with audio feedback and I think it is AWESOME. The insertion of text is also beneficial.”“option was easy to access”“I liked the audio because this instructor said more than ‘good job’.”“Listening to feedback as you went through a paper was very helpful, almost like a one on one with the instructor to hear their thoughts as they progressed through reading the paper.”“more personal, negative comments seen as more constructive. Increased perception of teacher engagement.”

35. Faculty ExampleExample of student paperExample34

36. Summary - FacultyAffords elaborationPersonalizes feedbackEasier to express oneself -“feel freer to expand on comments”Expect technical glitches√ complex assignments, research papers, critiquesAll recommend its use35

37. What are limitations of audio commenting?36

38. RecommendationsProvide portal of resources and have a resource person for inquiries/supportInvestigate further use –discussions/group work to evaluate impactInvestigate LMS which supports user-friendly audio embedInvestigate further use by/purchase of software for interested facultyInvestigate options for student use37